LIGHT  GYMNASTICS. 

A  GUIDE 

• 

TO 

SYSTEMATIC  INSTRUCTION  IN  PHYSICAL  TRAINING. 
FOR  USE  IN  SCHOOLS,  GYMNASIA,  ETC. 

BY 

WILLIAM  G.  ANDERSON,  M.D.,  F.SS., 

President  of  the  Brooklyn  Normal  School  for  Physical  Education  :  1'hi/sician  in 

charge  of  the  Department  of  Physical  Education,  Adelphi  Academy,  Brooklyn, 

N.  Y.;   Director  of  the  Department  of  Physical  Education,  Chautauqua 

University,   Chautauqua,    N.    Y. ;    Secretary   of  the    American 

Association  for  the  Advancement  of  Physical  Education ; 

Member  of  Victoria  Institute,  London ;  Director  of 

Physical  Education,  Long  Island  College 

Hospital,  etc.  etc. 


NEW   YORK: 

EFFINGHAM  MAYNARD  &  Co.,  PUBLISHERS, 

771  BROADWAY  AND  67  &  69  NINTH  ST. 

1890. 


THIS    SIMPLE    VOLUME 
IS  AFFECTIONATELY    INSCRIBED    TO 


TO    V/HOM    I    AM    INDEBTED    MORE    THAN    TO    ALL    OTHERS 
FOB.  READY   AID   AND   ASSISTANCE. 


Copyright,  ifcfy,  by  EFFJNGHAM  MAYNAKU  &  Co. 


PREFACE. 

IT  is  now  generally  admitted  by  educators  that  tlie 
pupils  in  our  institutions  of  learning  need  some  kind 
of  systematized  physical  training  in  connection  with 
their  mental  work. 

The  action  of  the  foremost  educators  in  the  world, 
the  faculties  of  our  leading  colleges,  permitting  the 
expenditure  of  many  hundreds  of  thousands  of  dollars 
on  magnificent  gymnasiums,  strengthens  the  assertion. 

The  example  thus  set  must  be  and  Is  being  followed 
by  the  public  and  private  schools.  They  are  gradually 
introducing  gymnastics  as  a  part  of  their  course  of 
study. 

Teachers  are  responsible  for  the  physical  condition 
of  their  pupils  while  in  their  charge.  If  they  are 
ignorant  of  the  simple  laws  of  health  and  gymnastics, 
their  pupils  will  suffer  on  account  of  it. 

It  may  be  said  in  the  teachers'  defense,  however, 
that  should  they  desire  the  knowledge  that  would  fit 
them  to  teach  physical  training  from  professional 
teachers  of  the  subject,  they  could  spare  neither  the 
time  nor  money  to  acquire  it ;  consequently  they 
must  obtain  this  from  books. 

A  good  work  on  light   gymnastics    should  be  the 


4  Preface. 

result  of  years  of  experience  of  a  teacher  of  this  subject. 
It  should  be  compiled  after  a  definite  plan,  be  profusely 
illustrated,  and  contain  exercises  that  are  at  the  same 
time  beneficial,  simple,  and  of  pleasing  variety.  In 
short,  it  should  be  a  book  that  will  be  valuable  to  any 
teacher,  because  it  is  founded  on  fact  and  not  fancy, 
and  its  methods  such  that  any  intelligent  teacher  can 
make  use  of  them  with  success  in  his  classes. 

This  has  been  the  author's  aim  in  making  this 
manual.  The  subjects  are  treated  from  the  stand- 
point of  a  physician  and  gymnastic  director.  The  ex- 
perience of  years  as  an  instructor  of  many  thousands 
of  pupils  and  teachers,  the  writer  has  endeavored  to 
condense  and  simplify,  in  hopes  that  it  may  be  of  use 
to  others. 

He  wishes  to  thank  Dr.  A.  C.  Perkins  of  the 
Adelphi  Academy  for  the  suggestions  he  has  so 
kindly  given ;  Mr.  Henry  S.  Anderson  for  his 
assistance  and  aid ;  and  Mr.  Julius  A.  Pfarre  for  the 
use  of  cuts. 

The  drawings  for  military  methods  were  made  by 
L.  J.  Pennock  of  the  Brooklyn  Normal  School  for 
Physical  Education. 


MAKCHING  OB  MILITAKY  METHODS. 

EXPLANATION  OF   TERMS   USED. 

File. — A  row  of  scholars  ranged  one  behind  the  other 
from  front  to  rear. 

Line  or  Rank. — A  row  of  scholars  placed  side  by  side. 

Guide. — The  one  who  directs  or  leads  a  line  of  four 
or  more. 

Dress. — To  straighten. 

By  right  or  left  flank,. — The  same  as  a  right  or  left 
face,  but  applicable  only  to  scholars  when  marching. 

Align. — To  arrange  according  to  height. 

Pivot. — The  one  who  makes  the  shortest  turn  in  a 
wheel. 


COMMANDS. 

There  are  two  kinds  : 

The  preparatory  command,  such  as  Forward,  which 
indicates  the  movement  that  is  to  be  executed. 

The  command  of  execution,  such  as  MARCH  !  or  HALT  ! , 
the  part  of  the  command  which  causes  the  execution. 

The  preparatory  commands  are  distinguished  by 
italics,  those  of  execution  by  SMALL  CAPITALS. 

The  tone  of  command  should  be  animated  and  dis- 
tinct. 

The  instructor  should  never  require  a  movement  to 
be  made  until  he  has  fully  explained  and  executed  it. 
He  accustoms  a  pupil  to  take  by  himself  the  proper 
position,  rectifies  it  when  necessary,  and  sees  that  no 
movements  are  performed  carelessly  or  with  undue 
haste.  Each  movement  should  be  understood  before 
Ing  to  another.  After  they  have  been  properly 
executed  in  the  order  laid  down,  the  instructor  no 
longer  confines  himself  to  that  order  ;  on  the  contrary, 
it  to  suit  his  wishes. 


A  MANUAL  OF  PHYSICAL  TRAINING. 


CHAPTER  I. 

THE   POSITION   OF  ATTENTION. 

HEELS  on  the  same  line  .and  as  near  each  other  as 
the  conformation  of  the  body  permits. 

Feet   turned   out   at  an  angle  formed   by  the  foot- 
marks (60°). 
.     Knees  straight. 

The  body  erect  on  the  hips,  inclining  a  little  for- 
ward. 

Shoulders  square  and  falling  equally. 

Elbows  near  the  body. 

Palms  of  the  hands  turned  slightly  to  the  front, 
arms  hanging  naturally. 

The  head  erect.  Chin  slightly  drawn  in  without 
constraint.  Eyes  to  the  front. 

TO   REST  AND  DISMISS   SCHOLARS. 

The  teacher  lets  the  pupils  rest  from  time  to  time. 
For  this  purpose  he  commands,  (1)  Squad,  (2)  BEST  ! 
At  the  command  rest,  the  pupil  is  no  longer  required 
to  preserve  immobility,  silence,  or  to  remain  strictly 
in  his  place. 

If  the  instructor  commands,  (1)  In  place,  (2)  BEST  ! , 


8  A  Manual  of  Physical  Training. 

the  pupil  is  not  required  to  preserve  immobility  or  to 
keep  strict  silence,  but  must  always  keep  one  of  liis 
heels  in  place. 

To  resume  attention  the  instructor  commands,  (1) 
Company,  (2)  ATTENTION  !  At  the  second  command  the 
pupil  takes  his  position  and  remains  motionless. 

To  dismiss  the  class  the  instructor  commands,  (1) 
Break  ranks,  (2)  MARCH  ! 

FACINGS. 

To  the  Right  or  Left.— Command,  (1)  Right,  or  Left, 
(2)  FACE  !  At  the  command  face,  raise  the  right  foot 
slightly,  face  to  the  right,  turning  on  the  left  heel,  the 
left  toe  slightly  raised  ;  replace  the  right  heel  by  the 
side  of  the  left  and  on  the  same  line.  The  facings  to 
the  left  are  executed  upon  the  same  heel  as  the  facings 
to  the  right. 

To  the  Rear.— Command,  (1)  Squad,  (2)  ABOUT,  (3) 
FACE  !  At  the  command  about,  turn  on  the  left  heel, 
bring  the  left  toe  to  the  front,  carry  the  right  foot  to 
the  rear,  the  hollow  opposite  to  and  three  inches  from 
the  left  heel,  the  feet  square  to  each  other.  At  the 
command  face,  turn  on  both  heels,  raise  the  toes  a  little, 
face  to  the  rear,  and  when  the  face  is  nearly  com- 
pleted raise  the  right  foot  and  replace  it  by  the  side 
of  the  left. 

The  German  method  of  about  facing  is  simple  and 
saves  time.  It  is  executed  after  the  manner  of  a  right 
face,  but  the  pupil  turns  half-way  round  instead  of  one 
quarter  of  a  circle. 


A  Manual  of  Physical  Training. 


TO  MARK  TIME. 

Being  in  march,  the  instructor  commands,  (1)  Mark 
time,  (2)  MARK  !  At  the  second  command,  given  the 
instant  one  foot  is  coming  to  the  ground,  continue  the 
cadence  and  make  a  semblance  of  marching  without 
gaining  ground  by  alternately  advancing  each  foot 
about  half  its  length  and  bringing  it  back  on  a  line 
with  the  other. 

To  resume  the  direct  step  command,  (1)  Forward,  (2) 
MARCH 

TO  MARCH  IN  A  DIRECT  LINE. 

Command,  (1)  Forward,  (2)  MARCH  !  At  the  com- 
mand march  advance  the  left  foot  about  twenty  inches 
from  heel  to  heel,  plant  it,  and  in  a  like  manner  ad- 
vance the  right.  Keep  this  movement  up,  the  in- 
structor indicating  from  time  to  time  the  cadence  by 
calling  one,  two,  three,  four,  or  left,  right. 

To  arrest  the  march  the  instructor  commands,  (1) 
Company,  (2)  HALT  !  At  the  command  halt,  given  the 
instant  either  foot  is  brought  to  the  ground,  the  foot 
in  the  rear  is  brought  up  and  planted  by  the  other. 

A  simple  method  of  marking  time  is  to  permit  the 
scholar  to  stamp  the  left  foot  lightly  on  the  first  of 
each  four  counts.  It  teaches  children  to  catch  the 
step  quickly.  This  method  has  been  used  in  running. 

CADENCE. 

For  the  purpose  of  this  manual  the  following  will 
be  cadence  or  time  : 


10  A  Manual  of  Physical  Training. 

Common  time,  64  to  70  steps  in  one  minute. 
Quick  time,  110  steps  in  one  minute. 
Double  time,  190  steps  in  one  minute. 

SHORT  STEP. 

Being  in  the  march  the  instructor  commands,  (1) 
Short  step,  (2)  MARCH  !  At  the  second  command  the 
length  of  the  step  is  reduced  to  10  inches,  the  class 
resuming  full  step  at  the  command,  (1)  Fonvard,  (2) 
MARCH  ! 

TO  CHANGE  STEP. 

Being  in  march  the  instructor  commands,  (1)  Change 
step,  (2)  MARCH  !  At  the  command  march,  given  the 
instant  the  right  foot  comes  to  the  ground,  the  left 
foot  is  advanced  and  planted  ;  the  hollow  of  the  right 
foot  is  then  advanced  against  the  heel  of  the  left,  the 
pupil  again  stepping  off  with  the  left. 

The  change  on  the  right  foot  is  similarly  executed, 
the  conn i) and  march  being  given  when  the  left  foot 
strikes  the  ground. 

BIDI:  srr.i'. 

Being  sit  a  halt,  the  instructor  commands,  (1)  tfi<h' 
tteptO  //"  /'/.'/A/,  <>r  l<ftj  (2)  MARCH  !  At  the  command 
march,  carry  the  right  font  six  indies  to  the  right, 
keeping  the  knees  straight  and  the  shoulders  stjnare 
tn  tin-  front;  as  soon  as  the  right  foot  is  planted  bring 
the  left  foot  to  tin-  side  of  it  and  continue  the  move- 
ment, observing  the  cadence,  until  the  commands,  (1) 
Squad,  (2)  HALT  ! 


A  Manual  of  Physical  Training.  11 

In  class  work  the  side  step  is  always  executed  in 
common  time,  unless  quick  time  is  specified. 

BACK  STEP. 

Being  at  a  halt,  the  instructor  commands,  (1)  Back- 
ivard,  (2)  MARCH  !  At  the  command  march,  step  off 
smartly  with  the  left  foot  fourteen  inches  straight  to 
the  rear,  measuring  from  heel  to  heel,  and  so  on  with 
the  feet  in  succession  till  the  commands,  (1)  Company, 
(2)  HALT  ! 

At  the  command  Jialt  bring  back  the  foot  in  front  to 
the  side  of  the  one  in  rear. 

TO  MARCH  TO  THE  REAR. 

Being  in  march,  the  instructor  commands,  (1)  To  the 
rear,  (2)  MARCH  !  At  the  command  march,  given  as 
the  right  foot  strikes  the  ground,  advance  and  plant 
the  left  foot ;  then  turn  on  the  balls  of  both  feet,  face 
to  the  right  about,  and  immediately  step  off  with  the 
left  foot. 

DOUBLE  TIME. 

The  instructor  commands,  (1)  Forward,  double  time, 
(2)  MARCH  !  At  the  first  command  raise  the  hands  till 
the  fore-arms  are  horizontal,  fingers  closed,  nails 
toward  body,  elbows  to  the  rear.  At  next  command, 
quicken  the  step  until  all  are  in  a  slow  run  (190  steps 
a  minute),  when  the  instructor  will  indicate  the  ca- 
dence by  counting  one,  two,  given  alternately,  as  the 
left  and  right  foot  touch  the  ground. 

To  come  to  slow  time  the  instructor  commands,  (1) 


12  A  Manual  of  Physical  Training. 

Sloiv  time,  (2)   MAECH  ! ,  when  the  pupils  resume   the 
ordinary  step. 

ALIGNMENTS. 

The  instructor  first  teaches  the  pupils  to  align 
themselves  scholar  by  scholar,  the  better  to  compre- 
hend the  principles  of  alignments  ;  to  this  end  he  ad- 
vances the  two  men  on  the  right  three  or  more  yards, 
and,  having  aligned  them,  commands,  (1)  By  file,  (2) 
Right,  or  Left,  (3)  DRESS,  (4)  Front ! 

At  the  command  dress,  the  pupils  move  up  succes- 
sively in  quick  time,  shortening  the  last  step  so  as  to 
find  themselves  about  six  inches  behind  the  alignment. 
Each  pupil  then  moves  on  the  line,  which  must  never 
be  passed,  taking  steps  of  two  or  three  inches,  casting 
his  eyes  to  the  right  so  as  to  see  the  buttons  on  the 
coat  of  the  pupil  second  from  him,  keeping  his 
shoulders  square  to  the  front  and  touching  with  his 
elbow  that  of  the  one  next  to  him  without  opening  his 
arms. 

At  the  command  front,  given  when  the  rank  is  well 
aligned,  the  pupils  cast  their  eyes  to  the  front  and  re- 
main firm. 

The  pupils  having  learned  to  align  themselves 
scholar  by  scholar,  tin-  instructor  next  aligns  the  class 
by  the  commands,  (1)  Right,  or  Left,  (2)  DRESS,  (3) 
Front ! 

At  the  command  dress,  the  entire  rank,  except  the 
one  established  as  a  basis,  moves  forward  and  dresses 
up  to  the  line  as  previously  explained.  The  instructor 
verifies  the  alignment  by  placing  himself  at  the  head 


A  Manual  of  Physical  Training.  13 

of  the  Hue  and  ordering  forward  or  back  scholars  who 
are  too  far  to  the  rear  or  in  advance.  This  done,  he 
commands,  Front ! 

Alignments  to  the  rear  are  executed  on  the  same 
principle,  the  commands  being,  (1)  Right,  or  Left,  back- 
ward,  (2)  DKESS,  (3)  Front ! 

Face  the  pupils  to  the  right.  The  instructor  moves 
the  leading  pupil  to  the  right  or  left,  and  commands, 
(1)  Front,  (2)  DKESS  !  At  the  command  dress,  the 
pupils  form  quickly  behind  their  leader,  forming  a 
straight  file. 

TO    MARCH    IN   LINE. 

The  class  being  correctly  aligned,  the  instructor 
places  a  well-instructed  pupil  on  the  side  on  which 
the  guide  is  to  be  and  commands,  (1)  Forward,  (2) 
Guide  right,  or  left,  (3)  MARCH  ! 

At  the  command  march,  the  pupils  step  off  smartly 
with  the  left  foot,  the  guide  marching  straight  to  the 
front. 

The  instructor  observes  in  marching  in  line  that  the 
pupils  touch  lightly  the  elbow  toward  the  side  of  the 
guide ;  that  they  open  out  neither  arm  ;  that  they 
yield  to  pressure  coming  from  the  side  of  the  guide 
and  resist  pressure  coming  from  the  opposite  direc- 
tion, and  that  they  keep  the  head  direct  to  the  front, 
no  matter  on  which  side  the  guide  may  be. 

TO   MARCH  BY  THE  FLANK. 

Being  at  a  halt,  the  instructor  commands,  (1)  Right, 
or  Left,  (2)  FACE  !  (3)  Forward,  (4)  MARCH  !  If  in 


14  A  Manned  of  Physical  Training. 

march,  the  instructor  commands,  (1)  By  the  right,  or 
left,  flank,  (2)  MARCH  ! 

At  the  command  march,  given  as  the  right  foot 
strikes  the  ground,  advance  and  plant  the  left  foot, 
then  turn  to  the  right  and  step  off  in  the  new  direction 
with  the  right  foot.  In  the  march  by  the  flank,  the 
scholars  cover  each  other  and  keep  closed  to  facing 
(Usance;  that  is,  to  such  distance  that  in  forming  line 
the  elbows  will  touch. 

TO  CHANGE   DIRECTION  IN  COLUMN  OF  FILES. 

Being  in  march,  the  instructor  commands,  (1)  Col- 
umn right,  or  left,  or  (1)  Column  half-right,  or  -left,  (2) 
MARCH  ! 

At  the  command  march,  the  leading  file  faces  to  the 
right,  or  half-right,  and  is  followed  by  the  other  files, 
who  face  on  the  same  ground. 

TO    OBLIQUE. 

The  pupils,  being  well  established  in  the  principles 
of  the  direct  march,  are  exercised  in  marching  ob- 
licjiielv.  The  s<]iiad  marching  in  line,  the  instructor 
commands,  i  1)  /fig/if,  or  L<ft,  nhl'ujm',  cl\  M  Alien  ! 

At  the  command  ///"/W/,  each  pupil  makes  a  half- 
face  to  the  right  ami  tin  n  marches  straight  in  the  new 
direction.  As  the  pupils  no  longer  touch  elbows  they 
glance  along  the  shoulders  of  the  nearest  tiles,  toward 
tin-  side  to  which  they  arc.  obliquing,  and  regulate 
their  steps  so  that  their  shoulders  are  always  behind 
of  the  next  pupil  on  that  side  and  that  his  head 


A  Manual  of  Physical  Training.  15 

conceals  the  Leads  of  the  other  pupils  in  the  rank.  The 
pupils  preserve  the  same  length  of  pace  and  the  same 
degree  of  obliquity ;  the  line  of  the  rank  remaining 
parallel  to  its  original  position. 

To  resume  the  original  direction  the  instructor  com- 
mands, (1)  Forward,  (2)  MARCH  ! 


WHEELINGS. 

A  wheel  is  a  circular  movement  by  which  the  front 
of  a  squad,  set  of  fours,  company,  etc.,  is  placed  at 
right  angles  to  its  original  position,  or  changes  ninety 
degrees. 

An  about  is  a  circular  movement  by  which  the  front 
of  a  squad,  set  of  fours,  company,  etc.,  is  placed  facing 
to  the  rear  or  changed  one  hundred  and  eighty  de- 
grees. , 

Wheelings  are  of  two  kinds :  on  fixed  and  on  mov- 
able pivots. 

WHEELING  ON  A  FIXED   PIVOT. 

Being  at  a  halt  the  instructor  commands,  (1)  In  cir- 
cle, right,  or  left,  ivheel,  (2)  MARCH  ! 

At  the  command  march,  the  pupils,  except  the  pivot- 
man,  step  off  with  the  left  foot,  turning  at  the  same 
time  the  head  a  little  to  the  left,  the  line  of  the  eyes 
of  the  pupils  to  their  left  ;  the  pivot-man  marks  time 
strictly  in  his  place,  gradually  turning  his  body,  to 
conform  to  the  movement  of  the  marching  flank  ;  the 
pupil  who  conducts  this  flank  takes  steps  of  twenty 


16  A  Manual  of  Physical  Training. 

inches,  and,  from  the  first  step,  advances  the  left 
shoulder  a  little,  casts  his  eyes  along  the  rank,  and 
feels  lightly  the  elbow  of  the  next  pupil  toward  the 
pivot,  but  never  pushes  him. 

The  other  pupils  touch  with  the  elbow  toward  the 
pivot,  resist  pressure  from  the  opposite  side,  conform 
to  the  movement  of  the  marching  flank,  and  shorten 
their  steps  according  to  their  distance  from  it.  After 
wheeling  around  the  circle  several  times  the  instruc- 
tor commands,  (1)  Squad,  (2)  HALT  ! 

WHEELING   ON  A  MOVABLE   PIVOT. 

Being  in  march,  to  change  direction  the  instructor 
commands,  (1)  Eight,  or  Left,  ivheel,  (2)  MAHCH,  (3)  For- 
ward, (4)  MARCH  ! 

The  first  command  is  given  when  the  class  is  three 
yards  from  the  wheeling-point. 

At  the  command  march,  the  wheel  is  executed  as  on 
a  fixed  pivot,  except  that  the  pivot-man,  instead  of 
turning  in  his  place,  takes  steps  of  nine  inches,  and 
thus  gains  ground  forward  in  describing  a  small  curve 
so  as  to  clear  the  wheeling-point. 

The  radius  of  the  circle  described  by  the  pivot-man 
increases  with  the  size  of  the  class,  and  is  equal  to 
nearly  one  half  of  the  front  of  the  squad  or  subdivi- 
sion. 

Wheelings  on  fixed  or  movable  pivot  being  impor- 
tant movements,  the  instructor  requires  the  pupils  suc- 
cessively to  act  as  pivots  and  to  conduct  the 
flank. 


A  Manual  of  Physical  Training.  17 

TO  FORM  COLUMN  OF  FOURS    FEOM    COLUMN    OF    TWOS    OR 

FILES. 

(See  Fig.  1.) 

Marching  in  column  of  twos  the  teacher  commands, 
(1)  Form  fours,  (2)  Left,  or  Eight,  oblique,  (3)  MARCH  ! 
At  the  command  march,  the  leading  two  of  each  four 
take  the  short  step  ;  the  rear  two  oblique  to  the  left 
until  they  uncover  the  leading  two,  when  they  resume 
the  forward  march.  Having  formed  column  of  files 
from  column  of  twos  or  fours,  to  form  column  of  fours 
the  teacher  commands,  (1)  Form  fours,  (2)  Left,  or 
Eight,  obliqite,  (3)  MARCH  !  At  the  command  march, 
number  one  of  the  first  four  moves  forward  three 
yards  and  halts ;  the  other  files  of  the  first  four 
oblique  to  the  left  and  place  themselves  successively 
on  the  left  of  the  leading  file  ;  the  other  fours  success- 
ively form  as  explained  for  the  first,  the  leading  file  of 
each  halting  at  about  sixty  inches  from  the  correspond- 
ing file  of  the  four  next  in  front. 

Column  of  Twos  is  formed  from  column  of  files  on  the 
same  principles.  (See  Fig.  2.) 

In  forming  column  of  fours,  or  twos,  the  teacher 
commands,  Left,  or  Eight,  oblique,  according  as  the 
right  or  left  is  in  front. 

TO  FORM  COLUMN   OF  TWOS  FROM  LINE. 

The  teacher  commands,  (1)  Twos,  right,  or  left,  (2) 
MARCH  !  The  two  wheel  to  the  right  on  numbers  one 
and  three  of  each  four  as  pivots,  and  to  the  left  on 
numbers  two  and  four.  The  column  of  twos  is  formed 


t 

aaaa 

/aa 

oaaa 

taaaa 

aaaa  asi  aa 

cn.isi  tuba  a 

aaaa  aa 

cbaaa 

U-JU2S1 

atuaa  ""t=j 

PJSI  aa 


aa 

p^3 

oaaa  xnb 

aa  '*cb  aaaa 

aaaa 


oaaa 

aa 


aaaa  oaaa 


aa 

aaao 

Fl°- !  Fia.  8. 

18 


A  Manual  of  Physical  Training.  19 

in  line  by  the  commands,  (1)  Twos  left,  or  right,  (2) 
MARCH  !  (3)  Guide  right,  or  left ;  or,  (3)  Company,  (4) 
HALT  !  (5)  Right,  or  Left,  (6)  DRESS,  (7)  FRONT  !  The 
line  is  formed  to  the  left  or  right,  according  as  the 
right  or  left  is  in  front. 

TO  FORM  COLUMN  OF  FILES   FEOM  LINE. 

The  teacher  commands,  if  at  a  halt,  (1)  Right,  or 
Left,  (2)  FACE  ;  (3)  Forward,  (4)  MARCH  !  If  in  march  : 

(1)  By  the  right,  or  left,  flank,  (2)  MARCH  ! 

TO    FORM    COLUMN    OF    TWOS    OR    FILES    FROM  COLUMN  OF 

FOURS. 

(See  Fig.  3.) 

The  teacher  commands,  (1)  Right,  or  Left,  by  twos, 

(2)  MARCH  !     At  the  second  command,  the  two  files  on 
the  right  of  each  four  move  forward  in  quick  time ; 
the  two  files  on  the  left  mark  time  till  disengaged, 
when  they  oblique  to  the  right  and  follow  the  right 
files,  keeping  closed  to  facing  distance. 

Being  at  a  halt,  to  form  column  of  files  the  teacher 
commands,  (1)  Right,  or  Left,  by,  file,  (2)  MARCH  !  At 
the  command  march,  the  right  file  of  the  leading  four 
moves  forward,  followed  in  succession  by  the  files  on 
its  left ;  when  the  left  file  of  the  leading  four  is  about 
to  commence  to  oblique,  the  right  file  of  the  second 
four  moves  to  the  front,  and  so  on  to  the  rear  of  the 
column,  the  pupils  keeping  closed  as  nearly  as  possi- 
ble to  facing  distance.  If  marching,  the  leading  file 
continues  the  march,  the  others  halt  and  resume  the 


20  A  Manual  of  Physical  Training. 

march  at  the  proper  time.  Column  of  files  >  from  col- 
umn of  twos,  is  similarly  executed. 

In  forming  column  of  twos  (or  files)  the  teacher 
commands,  right,  or  left,  by  twos  (or  by  file),  according 
as  the  right  or  left  is  in  front. 

A  column  of  twos  (or  files)  changes  direction,  is 
halted  and  put  in  march  by  the  same  commands  as  a 
column  of  fours. 

TO   FORM  COLUMN  OF  FOURS  FROM  LINE. 

The  teacher  commands,  (1)  Fours,  right,  or  left,  (2) 
MARCH  !  (3)  Halt !  At  the  second  command  each  set 
of  fours  will  wheel  to  the  right,  No.  1  as  a  pivot. 
At  the  third  command  given,  the  instant  the  front  rank 
gains  the  perpendicular  to  the  late  line,  the  scholars 
will  halt,  and  align  themselves  toward  the  marching 
Hank. 

TO   FORM   FOURS  IN  CIRCLE. 

The  teacher  commands,  (1)  Fours,  right,  or  left,  wheel, 
(2)  MARCH  !  The  fours  complete  each  arc  of  ninety  de- 
grees simultaneously.  The  teacher  enforces  strictly 
tin-  principles  of  the  fixed  pivot,  requiring  the  pupils  on 
tin-  marching  flank  of  each  four  to  take  the  full  step  of 
twenty  or  twenty-three  inches,  according  to  the  time, 
without  increasing  or  decreasing  the  cadence.  The 
fours  li;iving  wheeled  round  the  circle  several  times 
the  teacher  comiii amis  :  (1)  Contjmni/,  (2)  HALT!  (3) 
Left,  or  ?•//////,  (h  DI.I.SS,  (5)  FRONT!  The  command 
//<///  is  given  as  tin-  fours  unite  in  line  or  forward 
march. 


A  Manual  of  Physical  Training.  21 


TO  MARCH  IN  COLUMN  OF  FOURS  TO  THE  FRONT. 

Being  iii  line  the  teacher  commands,  (1)  Right,  or 
left,  fomvard,  (2)  Fours  right,  or  left,  (3)  MARCH.  (Fig. 
4.)  At  the  command  march,  the  right  four  moves 
straight  to  the  front,  shortening  the  first  three  or 
four  steps ;  the  other  fours  wheel  to  the  right  on  a 
fixed  pivot ;  the  second  four,  when  its  wheel  is  two 
thirds  completed,  wheels  to  the  left  on  a  movable 
pivot,  and  follows  the  first  four  ;  the  other  fours,  hav- 
ing wheeled  to  the  right,  move  forward  and  wheel  to 
the  left  on  a  movable  pivot  on  the  same  ground  as  the 
second. 

TO   HALT   COLUMN   OF   FOURS   AND   PUT   IT   IN   MARCH. 

The  teacher  commands,  (1)  Company,  (2)  HALT  !  and 
(1)  Forward,  (2)  MARCH  ! 

TO  OBLIQUE  IN    COLUMN    OF    FOURS,  AND  TO    RESUME    THE 
DIRECT    MARCH. 

(See  Fig.  5.) 

The  teacher  commands,  (1)  Eight,  or  left,  oblique,  (2) 
MARCH  !  During  the  oblique  the  fours  preserve  their 
parallelism  ;  the  pupil  in  each  rank  of  fours  011  the 
side  toward  which  the  oblique  is  made  is  the  guide 
of  the  rank.  The  leading  guide  is  the  guide  of  the 
column  when  the  oblique  is  toward  his  flank  ;  when 
the  oblique  is  toward  the  opposite  flank  the  guide  of 
the  front  rank  of  the  leading  four  is  the  guide  of  the 


Fio.  4. 


D       D, 

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a  /a  ..• 
a--    o  • 


a,  ' 
a 
a 
a 


o 
a 
a 
a 


.  r,. 


^ 

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D 
D 

D... 

L 
D 

Q" 
D 
D 
...  D  

D 
D 
D 
D 

—  ti- 
ll 

D 
,  D  

D 
D 
D 
D 

± 

?  

D 
D 
D 
D 

24:  A  Manual  of  Physical  Training. 

1 ____^ 

column.      To   resume  the  direct  march  the  teacher 
commands,  (1)  Forward,  (2)  MAECH  ! 

In  obliquing  a  column  of  fours,  or  of  subdivisions, 
the  guide  is  always,  without  indication,  on  the  side 
toward  which  the  oblique  is  made ;  on  resuming  the 
direct  march  the  guide,  without  indication,  is  on  the 
side  it  was  previous  to  the  oblique.  The  guides,  dur- 
ing the  oblique,  keep  on  a  line  parallel  to  the  original 
direction.  These  rules  are  general. 

TO  CHANGE  DIRECTION  IN  COLUMN  OF  FOURS. 

Being  in  march,  the  teacher  commands,  (1)  Column, 
right,  or  left,  (2)  MARCH  !  If  the  change  of  direction 
be'  toward  the  side  of  the  guide,  the  guide,  at  the  com- 
mand march,  shortens  his  step  and  wheels  to  the  right 
on  the  arc  of  a  small  circle  ;  the  leading  rank  of  four 
wheels  on  a  movable  pivot,  the  pivot-man  following  in 
the  trace  of  the  guide ;  if  the  change  of  direction  be 
to  the  side  opposite  the  guide  he  wheels  as  if  on  the 
marching  Hank  of  a  r.-uik  of  four;  the  wheel  being 
completed,  the  guide  and  the  leading  rank  retake  the 
step  of  twenty  inches.  The  other  ranks  move  forward 
and  wheel  on  the  same  ground.  Column  lutlf-riylt,  or 
/'//,  is  similarly  executed.  To  put  the  column  of  fours 
in  inarch  and  change  direction  at  the  same  time  the 
tracln-r  commands,  (1)  F»rirtinl,  (2)  Cdinnii,  riijhf,  or 
left,  ()>)  MAUCH  !  To  march  the  column  of  fours  to  lli<> 
rear  the  teacher  commands,  (1)  Fours,  riyhf,  or  I*fl, 
about,  (2)  MARCH  !  The  fours  wheel  about  on  a  fixed 
pivot 


A  Manual  of  Physical  Training.  25 

TO   FORM  LINE   FROM  COLUMN  OF  FOURS. 
TO    THE  RIGHT  OR  LEFT. 

The  teacher  commands,  (1)  Fours  right,  or  left,  (2) 
MARCH  !  (3)  Guide  right,  or  left ;  or,  (3)  Company,  (4) 
HALT  !  (5)  Left,  or  right,  (6)  DRESS,  (7)  FRONT  !  At  the 
command  march,  the  fours  wheel  to  the  right  on  a 
fixed  pivot. 

ON  THE  RIGHT  OR  LEFT. 
(See  Fig.  6.) 

The  teacher  commands,  (1)  On  right,  or  left,  into 
line,  (2)  MARCH  !  (3)  Company,  (4)  HALT,  (5)  Eight,  or 
left,  (6)  DRESS,  (7)  FRONT  !  At  the  command  march, 
the  leading  four  wheels  to  the  right  on  a  movable 
pivot,  and  moves  forward,  dressing  to  the  right;  the 
other  fours  march  a  distance  equal  to  their  front 
beyond  the  wheeling-point  of  the  four -next  preceding, 
wheel  to  the  right  and  advance  as  explained  for  the 
first  four.  At  the  command  halt,  given  when  the 
leading  four  has  advanced  company  distance  in  the 
new  direction,  it  halts,  and  at  the  sixth  command, 
given  immediately  after,  dresses  to  the  right ;  the 
other  fours  halt  and  dress  successively  upon  arriving 
in  line.  At  the  seventh  command,  given  when  the  last 
four  completes  its  dressing,  all  the  pupils  cast  their 
eyes  to  the  front.  In  these  movements  where  it  is 
prescribed  that  the  leading  four,  or  subdivision, 
moves  company  distance  to  the  front  and  then  halts, 
the  leading  four,  or  subdivision,  may  be  halted  at  a 
less  distance  when  necessary.  This  rule  is  general. 


26  A  Manual  of  Physical  Training. 

TO  FORM  TWO  RANKS. 

To  form  two  ranks  from  a  line  of  files,  the  teacher 
commands,  In  two  ranks  form  company,  MARCH  !  At 
the  second  command  the  scholar  in  front  will  right  or 
left  face,  the  second  scholar  marches  up  and  back  of 
No.  1  and  stands  back  of  him,  the  third  scholar 
marches  alongside  of  No.  1,  the  fourth  scholar 
marches  up  and  crosses  over  back  of  No.  3,  the  fifth 
scholar  alongside  of  No.  3,  the  sixth  back  of  No.  3, 
the  remaining  scholars  close  in  quick  time  and  form 
alternately  front  and  back. 

ALIGNMENTS. 

The  classes  can  be  quickly  aligned  or  arranged  ac- 
cording to  height  by  picking  from  the  class  the  tallest 
member,  standing  him  at  a  little  distance  from  the 
rest,  and  then  placing  the  scholars  according  to  their 
height  back  of  him. 

If  classes  are  too  small  to  work  with  fours,  in  many 
cases  twos  can  perform  the  work  of  fours. 


CHAPTEK  II. 

ARRANGEMENT  OF  A  GYMNASIUM  FOR  LIGHT  GYMNASTICS. 

A  ROOM  50  by  35  feet  will  accommodate  about  90 
scholars  if  the  foot-marks  are  placed  6  feet  apart,  but 
it  is  more  desirable  that  the  distance  should  be  7  feet. 
If  scholars  are  to  work  several  times  a  week,  much 
time  can  be  saved  by  the  use  of  foot-marks,  which 
should  be  arranged  according  to  the  diagram.  Fig. 
7  shows  one  third  the  size  of  a  foot-mark.  The  two 
lines  which  form  an  angle  of  60  degrees  should  be  4 
inches  long  and  three  quarters  of  an  inch  wide. 

By  placing  tracing-paper  over  the  diagram  the  size 
or  angle  can  be  transferred  to  a  piece  of  card-board 
from  which  a  stencil  can  be  cut.  It  is  a  good  plan  to 
mark  on  the  floor  a  running  track  and  measure  its 
distance  in  blocks  or  parts  of  a  mile. 

A  line  crossing  the  track  should  designate  the  start- 
ing and  finishing  point  see  Fig.  8.  For  marking  the 
floor  use  ladies'  shoe-dressing. 

DUMB-BELLS. 

For  children  use  the  one-half  or  three-quarter 
pound  bell ;  for  adults  use  the  one  or  two  pound  bell. 

A  bell  that  weighs  one  pound  will  do  for  strong 
men  if  the  exercise  is  vigorous. 

27 


Sicrt 


Fio.  8. 


A  Manual  of  Physical  Training.  29 


WANDS. 

Use  two  kinds,  one  four  feet  six  inches  long  and 
three  quarters  of  an  inch  in  diameter  for  the  Manual 
of  Arms  and  Bayonet  drill. 

For  other  exercises  the  "dowels"  furnished  by 
hardware  stores  will  do.  They  are  three  feet  in  length 
and  of  any  desired  diameter  :  five  eighths  inch  is  pref- 
erable. 

CLUBS. 

Use  two  sizes,  one  and  two  pounds.  The  Author 
has  found  that  the  one-pound  club  is  not  too  heavy 
for  children  between  the  ages  of  seven  and  ten.  A 
two-pound  club  is  heavy  enough  for  men. 

POLES. 
See  page  164  for  details. 

RACKS. 

Bells  and  clubs  should  be  suspended  from  wooden 
racks  which  are  placed  around  the  sides  of  the  room 
about  four  feet  from  the  floor.  The  racks  should 
be  made  from  hard-wood  boards  5  inches  wide  and  1 
inch  thick.  In  this,  grooves  are  cut  every  6  inches. 
They  should  be  two  inches  deep,  one  inch  wide, 
and  beveled  at  the  part  near  the  center  of  the  board, 
that  the  bell  or  club  will  not  so  easily  fall  out  (Fig.  9). 
If  by  accident  the  grooves  are  cut  too  wide  and  the 
clubs  slip  through,  small  strips  of  leather  or  rubber 
may  be  tacked  in. 


30  A  Manual  of  Physical  Training. 

Backs  of  this  kind  should  be  supported  by  iron 
knees  or  brackets.  Cast-iron  racks  are  not  a  success ; 
they  break  too  easily. 

For  wands,  use  a  box  3  feet  high,  18  inches  wide, 
and  2  feet  long.  This  can  be  divided  into  compart- 
ments for  different-sized  wands,  as  desired. 

It  is  important  that  all  light  gymnastic  appliances 
be  so  arranged  that  they  can  be  taken  and  replaced 
quickly.  It  is  not  desirable  that  racks  be  used  for 
wands. 

HOW  TO  MARK  THE  FLOOR. 

It  is  quite  as  hard  to  tell  how  to  mark  the  floor  as 
it  is  to  mark  it ;  but  a  few  directions  may  be  of  service. 
Three  persons  can  accomplish  this  better  than  two, 
as  two  are  required  to  handle  the  tape  while  the  third 
marks  the  floor  with  chalk.  Muke  the  outside  lines  at 
least  3  feet  from  the  side  of  the  house.  Next  arrange 
that  the  marks  shall  be  as  near  7  feet  apart  from 
right  to  left  as  the  space  will  permit.  Foot-marks 
nearer  than  6  feet  prevent  certain  exercises  with  the 
clubs  and  long  wands.  Now  lay  off  the  lines  of  foot- 
marks, 1,  2,  3,  4  (Fig.  8).  If  the  classes  are  not  largo, 
these  marks  will  be  sufficient;  but  if  there  are  more 
pupils  than  the  number  of  marks,  then  make  the  alter- 
nate rows  5,  6,  7. 

An  easy  way  to  get  the  distance  of  the  alternate 
marks  is  this:  Draw  intersecting  lines  at  A  and  B ; 
also  at  ;")  and  7.  Hold  ono  end  of  the  tape  at  A  and 
the  other  at  IJ,  and  mark  of]'  tin-  intrr\ening  spare. 
Do  the  same  at  5  and  7.  Now  hold  one  end  of  the 


FIG.  9. 


CD 

* 


Fio.  10. 


32  A  Manual  of  Physical  Training. 

tape  at  A  and  the  other  at  5,  mark  off  the  space 
between.  Continue  this  for  the  other  lines.  When 
the  preliminary  chalk-marks  are  made,  notice  whether 
the  lines  are  straight  from  front  to  rear,  right  to  left, 
and  in  the  oblique  directions.  If  they  are,  take  the 
cardboard  stencil  and  mark  the  floor  with  ink,  paint, 
or  liquid  shoe-blacking. 

FOOT-MAKES. 

It  frequently  happens  that  a  class  will  have  to  exer- 
cise in  a  room  where  there  are  no  foot-marks.  In  this 
case  it  will  be  well  to  know  of  several  methods  of  plac- 
ing scholars  on  the  floor,  that  the  class  may  present  a 
uniform  appearance. 

One  method  is  illustrated  by  Fig.  10.  A  row  of 
scholars  is  represented  facing  in  the  direction  of  the 
arrow ;  the  class  is  supposed  to  have  been  numbered  1, 
2,  3,  4,  1,  2,  3,  4,  etc.,  and  that  each  scholar  knows  his 
number.  The  command  is  given  Company,  front,  open 
files,  four  paces,  MARCH!  In  which  case  each  pupil  will 
multiply  his  own  number  by  the  number  of  paces 
given  in  the  command.  He  will  then  take  that  number 
of  steps  straight  to  the  front  at  the  command  March. 
When  the  various  positions  have  been  taken,  it  will  be 
found  that  No.  1  has  taken  four  puces  to  the  front,  No. 
2  eight  paces,  No.  3  twelve,  and  No.  4  sixteen  paces. 
The  arrangement  seen  in  Fig.  10  shows  the  position 
7f  the  scholars  when  the  command  has  been  executed. 

To  bring  the  pupils  back  (<>  a  line,  give  the  command 
Front,  close  files,  MARCH  !  at  which  command  No.  4 


A  Manual  of  Physical  Training.  33 

stands  still,  while  1,  2,  and  3  march  to  the  front  until 
they  are  in  line  with  No.  4. 

It  is  not  necessary  in  performing  this  evolution  that 
the  class  count  fours  or  that  they  take  four  paces  to 
the  front.  They  can  count  threes,  fives,  or  sixes,  and 
they  can  take  three,  five,  or  six  paces  to  the  front  ac- 
cording to  the  wish  of  the  teacher  ;  but  in  any  case  the 
pupil  should  multiply  his  number  by  the  number  of 
paces  given,  and  should  take  that  number  of  steps  to 
the  front. 

FOOT-MARKS — SECOND  METHOD. 

In  Fig.  11,  the  line  AB  represents  a  file  of 
scholars  marching  in  the  direction  of  the  arrow  C.  No. 
1  turns  to  the  left  and  marches  in  the  direction  of  the 
arrow  D ;  he  is  followed  by  Nos.  2,  3,  4,  5,  and  6, 
who  fall  back  from  each  other  about  five  or  six  paces. 
When  the  first  six  files  have  marched  the  required  dis- 
tance, they  execute  a  left  face,  and  march  in  the  direc- 
tion of  the  arrow  E\  they  are  followed  in  turn  by  the 
second  six  files,  and  so  on  until  all  of  the  original  file 
of  pupils  have  opened  order  and  are  marching  in  the 
direction  of  the  arrow  E.  The  teacher  gives  the  com- 
mand Halt;  when  the  first  six  have  marched  to  the  front 
of  the  hall,  the  other  sixes  will  stop  at  any  specified 
number  of  paces  from  the  six  next  in  front  of  them. 
To  bring  the  pupil  back  to  single  file,  give  the  command 
right  face,  fonvard,  close  order,  MARCH  >  when  Nos.  2,  3, 
4,  5,  and  6  will  march  up  back  of  No.  1,  in  which 
case  the  first  set  can  march  in  any  given  direction,  to 
be  followed  by  the  others  in  their  turn. 


DDDaDDDDDDDD 


fr 
[ 

D 


•D 


«k  t*  Mk  W  »*  K 

D  DP  ODD D 


Fio.  12. 


Fio.  11. 


34 


A  Manual  of  Physical  Training.  35 

This  method  of  taking  places  on  the  floor  will  require 
practice. 

FOOT-MAKES — THIRD   METHOD. 

Fig.  12  represents  the  third  method  of  taking 
positions  for  exercises.  It  represents  a  file  of  pupils 
marching  in  the  direction  of  the  arrows  A  and  B.  The 
first  four  executes  a  left  flank  movement  and  marches 
in  the  direction  of  the  arrow  C.  When  they  have  gone 
a  specified  distance,  1  and  2  right  face,  3  and  4  left 
face ;  1  and  4  take  9  steps  and  2  and  3  take  3  steps  in 
the  direction  they  face. 

They  are  followed  in  turn  by  the  other  fours,  who 
execute  the  same  maiiosuver  but  stop  6  paces  from  the 
four  in  front  of  them. 

When  all  have  taken  their  places,  they  face  front. 

To  bring  the  pupils  back  to  a  line  of  fours, 
command,  Company,  FACE  !  At  the  command/a£e,  1 
and  2  left  face  and  3  and  4  right  face.  Close  order, 
MARCH  !  At  the  command  march,  the  pupils  march  up 
to  form  a  four,  then  front  face. 

In  the  methods  described,  it  is  not  essential  that  the 
intervals  in  marching  or  the  number  of  steps  be  always 
the  same.  The  teacher  must  use  his  own  discretion, 
and  govern  the  distance  by  the  size  of  the  room  and 
the  number  in  the  class. 


CHAPTEE  III. 

MUSCULAR  DEVELOPMENT. 

THE  immediate  results  of  gymnastic  exercise  are 
apparent  in  the  muscular  system.  We  give  an  exer- 
cise a  stated  number  of  times,  that  it  may  produce,  as 
a  result,  an  increase  in  the  quality  and  size  of  the 
muscle. 

"We  know  that  exercise  will  do  this.  The  next  step 
is,  Which  muscles  shall  we  use  most  ?  how  frequently 
shall  they  be  used  ?  and  how  long  at  a  time  ? 

These  questions  can  not  be  answered  until  the  com- 
mon physical  defects  caused  by  our  use  or  our  devel- 
opment of  certain  muscles,  are  known.  These  we 
shall  investigate.  Teachers  will  notice  that,  in  the 
routine  work  and  play  of  pupils,  they  use  one  part  of 
the  body  more  than  another  ;  consequently  this  part 
not  only  receives  a  greater  share  of  development,  but 
it  is  apparent  by  the  defect  it  causes.  The  physical 
imperfections  spoken  of  in  this  chapter  are  ciiuscd 
principally  by  muscular  contraction.  They  are  not 
organic ;  that  is,  they  do  not  include  disease  of  any 
internal  organs. 

A  few  statements  will  make  this  chapter  more  intel- 
ligible. 

1.  Muscles  are  made  up  of  fibers ;  these  in  turn  are 


A  Manual  of  Physical  Training.  37 

composed  of  fibrils,  which  owe  their  existence  to  a  com- 
bination of  individual  elements  or  cells. 

2.  Use  of  a  muscle  causes  the  destruction  of  these 
cells,  which  are  at  once  carried  off  by  the  blood  while 
new  elements  take  their  place. 

3.  Rapid  use  of  a  muscle  causes  rapid  change  in 
its  tissue,  which  in  turn  necessitates  a  quick  flow  of 
blood  to  carry  off  the  old  and  leave  new  cells.     This 
accounts  for  the  accelerated  beating   of  the  heart  in 
exercise. 

4.  Blood   must  be  purified   by  coming  in  contact 
with  the  air  in  the  lungs  before  it  can  repair  tissue. 
Any  change  in  the  speed  of  its  current  produces  a  cor- 
responding change  in   the  action  of   the  lungs.     This 
accounts  for  the  rapid  breathing  of  pupils  after  exer- 
cising. 

5.  The  blood  receives  the  constructive  elements,  or 
cells,  from  bodily  nourishment.    If  the  exercise  is  too 
violent,  the  repair  cannot  keep  pace  with  it  and  a  pupil 
experiences  fatigue. 

6.  When  the  blood  has  entirely  absorbed  the  con^ 
structive  element  from  the   store  of  nourishment,  it 
is  necessary  that  there  be  a  new  supply  of  aliment. 
We  can  consequently  understand  why  exertion  causes 
hunger. 

7.  A  muscle  is  always  ready  for  immediate  action. 
It  is  stretched  to  such  a  degree  that  no  time  is  required 
to  tighten  it  before  it  will  do  its  work.     Moreover,  a 
muscle  is  contracted  in  proportion  to  its   size.     This 
fact  will  account    for    some  of   the    defects  we  shall 
speak  of  later. 


38 


A  Manual  of  Physical  Training. 


The  author,  in  his  teaching,  has  used  simple  illus- 
trations or  diagrams,  to  prove  this  to  children  ;  the  re- 
sult being  that  they  more  easily  comprehend  for  what 


a 


FIG.  18.— Rear  view  of  a  well  built  boy. 

they  are  striving,  and  they  work  with  a  better  under- 
standing of  the  "how  and  why." 

The  diagram K  used  are  crude,  but  they  serve  the 
purpose. 

The  diagram  in  Fig.  13  will  illustrate  the  statement 
in  No.  7. 

The  line  X  represents  the  back,  A  the  right,  and  /> 
the  left  shoulder;  AC  are  muscles  going  from  the  right 
shoulder  down  to  the  back;  I»Dt  corresponding  muscles 
on  the  left. 


A  Manned  of  Physical  Training. 


39 


In  a  child  whose  muscles  are  of  the  same  strength 
on  both  the  right  and  left  sides,  the  shoulders  will  be 
even,  as  in  Fig.  13:l;  but  if  the  right  side  is  more  used 
than  the  left,  as  it  generally  is,  the  muscles  on  that 
side  are  stronger,  they  contract  with  more  force  than 
those  on  the  left,  and  draw  the  right  shoulder  down, 
as  in  Fig.  14.  Not  only  this,  but  they  tend  to  draw 
the  part  of  the  spine  to  which  they  are  attached  out  of 


FIG.  13a. 


FIG.  14. 


a  plumb  line,  producing  what  physicians  call  a  lateral 
curve  of  the  spine.     See  Fig.  15a. 

Fig.  14  shows  the  outline  of  the  back  of  a  pupil 
who  has  over-developed  his  right  side.  The  application 
may  be  partly  seen  in  Fig.  15. 


40 


A  Manual  of  Physical  Training. 


The  treatment  of  this  defect  is  simple.  Develop 
the  muscles  EF,  EG,  BD.  The  muscles  EG,  and  EF, 
above  the  shoulders,  may  be  strengthened  by, — 

1.  Shrugging  the  shoulders. 

2.  Swinging  the  right  arm  from  the  side  up. 


Fio.  15. 


FIG.  15a. 


Fio.  15.— Defect.  Right  shoulder  lower  than  the  left,  caused  by  over  develop- 
ment of  the  right  side. 

Fio.  15a  shows  uneven  shoulders  and  a  lateral  curve  in  the  spine.  Caused 
by  resting  the  weight  of  the  body  on  one  leg. 

3.  Thrusting  the  arm  up. 

4.  Bending  the  head  forcibly  to  the  right. 


A  Manual  of  Physical  Training.  41 

These  rules  are  general  and  apply  to  the  muscles 
on  the  left  also. 

The  muscles  ED  may  be  developed  by, — 

1.  Forcing  the  shoulder  down,  the  opposite  of  shrug- 
ging- 

2.  Thrusting  the  arms  down. 

3.  Striking  the  hands  below  the  waist  in  front  and 
back  of  the  body. 

The  chest  muscles  are  used  more  than  the  corre- 
sponding muscles  of  the  back.  The  arms  perform 
duties  more  in  front  than  back  of  the  body,  with  this 
result :  the  chest  muscles  are  the  stronger,  and,  so, 
draw  the  shoulders  forward,  producing  "  round  shoul- 
ders." The  chest  muscles  on  the  right  side,  being 
stronger,  not  only  draw  the  shoulders  down,  but  also 
forward.  As  these  muscles  are  connected  with  the 
upper  and  outward  angle  of  the  shoulder-blade,  they 
draw  that  forward  ;  this  throws  the  lower  inner  angle 
out,  giving  it  an  undue  prominence, — at  the  same  time 
a  deformity  so  common  among  young  women,  called 
"  wings." 

To  overcome  this,  develop  the  muscles  between 
the  shoulders.  This  is  done  best  by  any  motion  that 
will  bring  the  shoulder-blades  together.  Remem- 
ber this.  To  overcome  such  defects  by  exercise,  teach 
the  pupil  to  take  the  correct  position.  To  do  this, 
he  will  call  into  action  the  very  muscles  you  wish  to 
develop.  For  instance,  tell  a  round-shouldered 
boy  to  throw  his  shoulders  back  ;  at  the  same  time 
show  him  how.  If  he  does  it  properly,  he  has  taken, 


4:2  A  Manual  of  Physical  Training. 

unconsciously  perhaps,  the  best  method  there  is  for  cur- 
ing that  particular  trouble  ;  and  this  same 
,H  movement  should  be  given  as  an  exercise. 
Kequire  a  pupil  whose  head  drops  down 
forward   to  force  it  back  to  the  normal 
position.     By  doing  this  rightly,  he  will 
use  the  very  muscles  you  are  anxious  to 
strengthen.     See  series  No.  3,  Free  Gym- 
nastics. 

The  Head. — Fig.  16  represents  a  side 
view  of  a  pupil.  X  is  the  back  or  spine, 
A  the  head,  EG  the  front  and  IG  the 
back  muscles.  The  head  is  bent  forward 
or  turned  to  the  right  and  left,  looking 
down  oftener  than  back  and  up.  The 
muscles  HG,  which  draw  the  head  for- 
ward, are  stronger  than  those,  IG,  which 
force  it  back.  This  produces  the  most 
common  of  the  physical  defects,  "  a  droop, 
ing  head."  See  Fig.  17. 

Teachers  should  take  into  consideration 
the  action  of  the  small  cushions  between  the  different 
parts  of  the  spine.  If  they  become  permanently  com- 
pressed in  front,  they  will  not  spring  the  bones  back. 
To  draw  the  head  back,  develop  the  muscles  IG 
on  the  posterior  neck.  This  is  done, — 

1.  By  bending  the  head  back  ; 

2.  ]>v  turning  the  face  obliquely  up  to  the  right  and 
left; 

3.  Keeping  the  head  upright,  try  to  touch  the  chin 
to  the  throat. 


A  Manual  of  Physical  Training. 


For  the  application  of  diagram  No.  17  to  the  head, 
see  Fig.  18. 

Fig.  19  shows  a  sloping  or  "  bottfe-necked " 
youth,  with  lower  left  shoulder. 

Hips. — If  the  teacher  will  stand  at  the  head  of  a 
line  of  raw  recruits,  and  look  down  it,  one  of  the 


FIG.  17. 


FIG.  18. 


FIG.  18.— Drooping  head  and  flat  chest. 


most  noticeable  things  will  be  the  undue  promi- 
nence of  the  "  stomachs."  They  project  farther  for- 
ward than  the  chest.  This  is  a  defect  that  can  be 
remedied  by  forcing  the  hips  back.  It  is  common  to 


44 


A  Manual  of  Physical  Training. 


boys  and  girls.  The  strong  muscles  which  connect 
the  lower  back  and  hips  are  constantly  in  use  when 
one  is  standing,  walking,  and,  sometimes,  sitting. 
They  correspond  to  CF  in  Fig.  17,  and  are  much 
stronger  than  the  front  muscles,  CE.  The  muscles 


Fio.  19. 


Fio.  20. 


Fio.  19.  -A  bottle-necked  youth.    It  is  impossible  in  this  style  of  illustration  to 
show  the  defect  as  seen  in  the  photograph. 

I)F,  which  connect  the  hips  and  back  upper  thigh,  are 
also  very  powerful,  as  they  should  be;  otherwise,  the 
body  would  topple  forward.  But  pupils  do  not 
strengthen  the  muscles  EC  as  much  as  they  should; 
consequently,  the  combined  action  of  G'/^and  DF  is 
greater  than  EC  and  ED9  the  result  being  that  the 


A  Manned  of  Physical  Training. 


45 


liips  are  thrown  too  far  forward,  as  seen  in  Fig.  20.  The 
dotted  lines  show  the  correct  position.  The  remedy 
lies  in  strengthening  the  muscles  EC  and  ED.  This 
can  be  done  by  flexing  the  thighs,  (see  page  64);  bending 
the  body  well  forward,  trying  to  touch  the  hands  to 


FIG.  21.— Projecting  hips. 


FIG.  22.— Side  view  of  a  well-built  boy. 


the  floor  ;  or  by  forcing  back,  and  keeping  back,  the 
hips.  The  author  has  noticed  among  some  fashion- 
able pupils,  boys  particularly,  a  defect  just  the  op- 
posite of  the  one  described.  There  is  a  bend  in  the 
body,  the  hips  are  thrown  so  far  back  and  the 


46 


A  Manual  of  Physical  Training. 


shoulders  so  far  forward  that  the  boy  has  the  appear- 
ance of  imitating  the  "  Grecian  bend."  What  is  at  first 
merely  affectation,  finally  becomes  habit.  A  boy  who 
stands  erect  (see  Fig.  22)  can  be  compared  to  a  straight 
post,  which  will  sustain  an  enormous  weight ;  but  the 
boy  who  does  not  stand  erect  is  like  a  much  larger 
post  that  is  bent,  and  which  will  not  bear  so  much 


Fio.  28.  FIG.  24. 

weight  as  the  straight  one.  This  can  be  illustrated 
by  placing  a  small  piece  of  iron  on  a  toothpick  that 
is  straight :  now  bend  th<^  toothpii-k,  wlu'ii  it.  will  be 
seen  that  it  can  not  sustain  the  pressure  it  did  for- 
merly (Figs.  23  and  24). 

The  Waist. — The  w<>;ik  spot  in  <>ur  pupils  is  here. 
A  narrow  waist  cannot  be  a  strung  one;  a  <lr<>p  on.-  is 
not  desirable.  By  the  waist,  we  mean  that  part  of  the 
trunk  adjacent  to  the  thorax  and  hips.  A  wi<l<-  waist 


A  Manual  of  Physical  Training. 


can  be  obtained  by  any  exercise  which  will  widen  the 
thorax,  which  see  ;  also  by  bending  and  rolling  the 
trunk  in  any  direction. 

The  Thorax.  —  Special  attention  should  be  given  to 
the  development  of  this  portion  of  the  trunk.  It  con- 
tains the  heart  and  lungs  ;  therefore  it  should  not  be 
cramped  or  unduly  compressed,  as  these  vital  organs 
would  suffer  by  any  such  restriction. 

The  defective  thorax  is  found  to  be  too  narrow  at  its 
base.  It  is  enough  if  we  can  increase  the  length  of  the 
diameters  in  this  vicinity.  This  can  be  done  by  breath- 
ing-exercises,which  see  ;  or  by  any  effort  that  will  cause 
deep  breathing  ;  by  any  motion  where  the  hands  are 
raised  from  the  side  forcibly  above  the  head  ;  by  bend- 
ing the  head  or  body  back  ;  by  forcing  the  elbows 
back  ;  by  swinging  the  rigid  arms,  held  shoulder-high, 
from  front  to  rear  ;  by  placing  the  hands  on  the  hips 
and  forcing  the  chest  forward  and  the  head  and  hips 
back. 

The  Arm.  —  The  fore-arm  is  generally  better  devel- 
oped, in  proportion,  than  the  upper  arm.  This  is  be- 
cause the  hand  and  fingers  are  used  more  than  the 
upper  arm.  To  deA^elop  the  front  upper  arm,  take 
any  motion  that  will  bring  the  hand  to  the  shoulder. 

The  back  upper  arm  :  Any  motion  that  will  force 
the  hand  from  the  shoulder  or  chest,  or  extend  the 
flexed  arm  in  any  direction. 

Front  fore-arm  :  Shut  the  hands  tight,  flex  the  hand 
on  the  fore-arm. 

Back  fore-arm  :  Open  forcibly  the  closed  hand  ;  ex- 
tend the  flexed  hand. 


48  A  Manual  of  Physical  Training. 

The  Leg. — The  inside  of  the  upper  leg  is  not,  as  a 
rule,  well  developed.  The  muscles  running  down  the 
front  upper  leg  are  much  stronger  and  larger  than 
the  corresponding  muscles  on  the  back  upper  leg. 
This  we  expect,  but  the  back  upper  leg  can  and  should 
be  better  developed  than  it  is.  (We  are  speaking 
now  of  the  muscles  which  run  from  the  upper  to  the 
lower  leg.)  As  the  foot  and  leg  are  used  more  than 
the  thigh,  the  leg  is  better  developed  and  larger  in  pro- 
portion. 

To  develop  the  thigh : 

Front :  Raise  and  lower  the  body  (Fig.  42)  ;  take 
any  running,  jumping,  or  hopping  exercise. 

Back  :  Flex  the  leg  ;  take  running  exercises. 

Inside :  Swing,  charge,  or  step  one  leg  across  in 
front  or  back  of  the  other. 

Back  (calf) :  Raising  on  the  toes,  raising  and  lower- 
ing the  body,  running,  jumping,  hopping,  and  fast 
walking. 

Front :  Any  motion  that  raises  the  toes  from  the 
floor  ;  fast  walking. 

Ankle. — All  leg  motions  strengthen  the  ankle. 

To  recapitulate,  we  find  the  following  common 
physical  defects  that  may  be  helped  by  light  gym- 
nastics : 

f  drops  forward  ; 

HEAD •<  carried  a  little  to  one  side ; 

(  chin  raised  too  high. 

(  round,  stooping,  sloping,  and  uneven  ; 
SHOULDEBS..  - 


A  Manual  of  Physical  Training.  49 

(  one   side    better    developed    than   the 

THORAX J      other; 

( the  diameters  at  the  base  too  short ; 

(  right  shoulder-blade  too  prominent  in 

UPPER  BACK  <        •  i  j.  -L     j  *          i 
(      right-handed  people. 

(  side  or  lateral  curves  ; 

SPINE J  bends  too  far  forward  from  between  the 

(      shoulders. 
(  too  narrow  ; 

TVT  »  Tam 

*  (  abdominal  muscles  weak. 

HIPS j  thrown  too  far  forward. 

fore-arm  better  developed  than  the  up- 


ARMS 

per  arm. 

LEG |  better  developed  than  thigh. 

THIGH j  inside  and  back  poorly  developed. 

The  diagrams  on  pages  50  and  51  will  illustrate  the 
location  of  sets  of  muscles.  It  will  not  only  make  more 
intelligible  the  chapter  that  treats  of  defects,  their  cause 
and  treatment,  but  also  the  article  on  the  develop- 
ment of  various  portions  of  the  muscular  system. 

LOCATION   OF   SETS   OF  MUSCLES. 

In  Fig.  25,  the  line, — 

1.  Indicates  the  front  of  the  neck  ; 

2.  The  turn  of  the  shoulder  ; 

3.  The  chest ; 

4  The  front  upper  arm  ; 

5.  The  front  fore-arm  ; 

6.  The  front  thigh  ; 

7.  The  front  leg ; 


50 


A  Manual  of  Physical  Training. 


8.  The  waist  (between  A  and  B) ; 

9.  The  aukle. 


Fio.  25.— Location  of  sets  of  muscles,  front  view. 

In  Fig.  26,  the  line,— 

1.  Indicates  the  back  neck 

2.  The  upper  back  (between  A  and  B) ; 

3.  The  back  upper  arm  ; 

4.  The  lower  back  ; 

5.  The  back  fore-arm  ; 


A  Manual  of  Physical  Training. 


61 


6.  The  back  thigh  ; 

7.  The  calf ; 

8.  The  inside  thigh  ; 


FIG.  26.— Location  of  sets  of  muscles,  back  view. 

9.  The  side  of  the  waist. 

The  thigh  extends  from  D  to  C ;  the  leg  from   C 
down. 


52 


A  Manual  of  Physical  Training. 


The  diagram,  Fig.  27,  shows  the  direction  in  which 
such  motions  as  stepping,  thrusting,  charging,  etc.,  can 
be  made. 


<* 

°: 


FRONT. 
A 


LETT. 


\B/ 

S3  V^ 

/ffl\ 


# 


RIGHT. 


\. 


BACK 

Fio.  27. 


\ 


Diagonal  and  oblique  directions  are  the  same. 


POSITIONS. 

In  executing  the  exercises  given  in  the  Manual,  the 
rigid  arms  may  be  held'with  tlie  hands, — 

1.  At  the  side  or  DOWN  (Fig.  28) ; 

2.  Shoulder-high  to  the  side,  or  OUT ; 

3.  Above  the  head,  or  UP  ; 

4.  Shoulder-high  front,  or  FRONT  ; 

5.  Hip-hi^h  to  the  frontf  and  side  ; 

6.  Head-high  to  the  front  or  side.     (In  No.  6,  the 
hands  are  a  little  higher  than  the  head.) 

7.  The  hands  may  be  hold  obliquely  front,  hip-high, 
head-high,  and  shoulder-high. 


A  Manual  of  Physical  Training. 


53 


FIG.  28. 
Position  of  a  soldier. 


FIG.  29. 
Hands  on  shoulders. 


FIG.  81. 
Arras  folded  in  front. 


FIG.  30. 
Hands  on  the  hips./ 


FIG.  32. 
Bending  the  head  backward. 


54  A  Manual  of  Physical  Training. 

8.  By  bending  the  arms.     The  hands  may  be  held 
elbow-high  to  the  front,  on  the  chest,  shoulders  (Fig. 
29),  and  hips  (Fig.  30). 

9.  The  hands   may  be  clasped   in  front   and  back, 
on  the  head,  back  of  the  neck. 

10.  The  arms  may  be  folded  in  front  (Fig.  31)  and 
back  (Fig.  32). 


CHAPTEE  IV. 


Nearly  all  exercises  that  can  be  used  in  light  gym- 
nastics are  made  up  of  one  or  more  of  the  following 
motions,  or  some  combination  of  them. 

They  bear  the  same  relation  to  the  series  taught  in 
this  book,  that  the  alphabet  does  to  words.  They  are 
called  the  A,  B,  C's  of  light  gymnastics. 

If  pupils  are  well  drilled  in  these  simple  motions, 
it  will  be  as  easy  a  matter  to  put  them  together  as  it  is 
for  a  child  to  spell  a  short  word  after  it  has  mastered 
its  letters. 

It  is  of  course  necessary  that  they  be  well  learned. 

THE  LIGHT  GYMNASTIC  ALPHABET. 

1  Stepping  10  Bending  or  straight- 

2  Charging  ;  ening ; 

3  Lunging  ;  11  Thrusting  ; 

4  Hopping;  12  Kolling; 

5  Running  ;  13  Opening  and  closing ; 

6  Swaying  ;  14  Slapping  ; 

7  Swinging  ;  15  Stamping ; 

8  Turning  or  twisting ;         16  Circling  ; 

9  Raising  or  lowering  ;         17  Percussing  ; 

18  Shrugging. 

55 


56  A  Manual  of  Physical  Training. 

A  flexing  and  a  bending  motion  are  the  same. 

Extend  and  straighten  are  synonymous. 

The  alphabet  is  applied  to  the  various  parts  of  the 
body  as  follows : 

Neck  and  Head. — Bending,  rolling,  and  twisting. 

Eyes. — Opening,  closing,  and  rolling. 

Mouth. — Opening  and  closing. 

Shoulders. — Shrugging  and  rolling. 

Arms. — Thrusting,  swinging,  circling,  flexing,  ex- 
tending, raising,  lowering,  twisting. 

Hands. — Opening,  closing,  percussing,  slapping. 

Trunk  and  Body. — Bending,  twisting,  rolling. 

Legs. — Swinging,  raising  and  lowering,  flexing,  ex- 
tending, twisting,  stepping,  charging,  lunging,  sway- 
ing, hopping,  running. 

Feet.— Raising  toes  or  heels,  twisting. 

Abbreviations  used  :  Bight — rt. ;  left — 1. ;  foot — ft.  ; 
diagonally — diag.;  oblique — oblq.;  chest — ch.;  shoulder 
— sh.;  high — h.;  club — c.jwand — w.;  bell — b.;  sword 
— sw. 

1.  A  Stepping  Motion  is  made  by  swinging  the  leg  in 
any  one  of  the  given  directions,  and  touching  the  toes 
lightly  to  the  floor. 

The  length  of  a  stepping  motion  is  the  length  of  the 
foot.  The  object  of  this  exercise  is  to  acquire  control  of 
the  leg  only :  there  should  be  no  motion  to  any  other 
part  of  the  body.  A  class  of  children,  if  properly 
drilled  in  this  exercise,  can  stand  before  the  table  and 
execute  stopping  motions,  and  it  will  be  difficult  to  tell 
whether  they  are  moving.  A  stepping  motion  is  not 


A  Manual  of  Physical  Training. 


57 


given  to  the  left  wit1     he  right  foot,  or  to  the  right  with 
the  left  foot  (Figs.  33  and  34). 


Fia.  33. 


Fia.  34. 


FIG.  as  —Stepping  motion.    Right  foot  diagonally  forward . 

FIG.  34.— Stepping  motion.    Right  foot  diagonally  back  to  the  left. 

2.  A  Charging  Motion  is  made  in  the  same  directions 
as  a  stepping  motion.  It  consists  in  throwing  the  right 
foot  forward  twice  the  length  of  the  foot ;  the  right 
knee  is  bent  to  such  a  degree  that  the  leg  in  front  is 
parallel  to  the  back  leg.  An  exception  to  this  is  found 
when  charging  motions  are  made  with  the  right  foot 
on  the  left  side  ;  and  to  the  rear. 


58  A  Manual  of  Physical  Training. 

The  heels  of  both  feet,  as  well  as  the  toes,  must  rest 
on  the  floor  ;  the  back  leg  should  be  straight.  The  knee 
of  the  charging  leg  is  a  little  farther  forward  than  the 
toes  of  the  same  leg ;  the  chest  is  farther  to  the  front 


FIG.  85.— Charging  motion  to  the  right.     Fia.  86.— Charging  motion  to  the  front. 

than  to  the  hips  ;  while  the  trunk  of  the  body  keeps  an 
upright  position.  This  rule  will  apply  only  to  the  fol- 
lowing directions  :  front,  right  oblique,  and  to  the  right. 
In  the  other  directions,  as  far  as  possible  observe  the 
rule.  In  any  charging  motion,  touch  the  ball  of  the  foot 
to  the  floor  first.  It  will  be  found  that  the  charging 
motion  is  a  difficult  one  to  teach  (Figs.  35  and  36). 


A  Manned  of  Physical  Training.  59 

3.  Lunging. — The  lunge  is  used  principally  in  fencing, 
and  is  made  in  but  one  direction — to  the  front.     It  is 
about  twice  the  length .  of  a  charge.     With  regard  to 
the  general  position  of  the  body,  the  rules  for  charging 
apply  here.     The  thigh  of  the  charging  leg  is  parallel 
to  the  floor  ;  the  heels  should  be  in  the  same  line  from 
front  to  rear. 

4.  Swaying  Motions. — A  swaying   motion  is  made  to 
the    front,  oblique   right,  and   back.      To    execute  it, 
charge  the  right  foot  to  the  front  (see  rules  for  charg- 
ing motions) ;  now,  without  changing  the  position  of  the 
feet,  shift  the  weight  of  the  body  from  the  front  to  the 
back  leg. 

This  is  done  by  merely  straightening  the  front  leg 
and  bending  the  back  leg.  The  weight  of  the  body 
can  be  changed  back  and  forth  until  the  exercise  is  fin- 
ished. In  a  swaying  motion,  the  trunk  of  the  body 
should  be  kept  in  an  upright  position,  the  chest  always 
more  prominent  than  the  hips.  Do  not  permit  the 
head  to  drop  forward. 

5.  A  Hopping  Motion  is  executed  on  one  leg.    It  con- 
sists in  leaping  lightly  from  the  floor,  two  or   three 
inches  up  and  down,  alighting  and  starting  from  the 
same  foot.     The  knee  should  always  be  bent  in  alight- 
ing. The  hands  in  this  exercise  should  be  placed  on  the 
hips.     This  movement   can  be  varied  by  allowing  the 
pupils  to  hop  on  one  or  both   feet.     Hopping   from 
one  foot  to  another,  without  gaining   ground,  is  the 
same   as  running   in  place.     The    difference  between 
running  and  walking  is  that,  in  walking,  one  foot  is 
always  on  the  ground ;  while  running  is  nothing  but  a 


60 


A  Manual  of  Physical  Training. 


series  of  leaps  at  which  time  both  feet  are  off  the 
ground. 

6.  Running. — This  is  considered  the  best  of  all  exer- 
cises for  developing  the  capacity  and  endurance  of  the 
lungs,  or,  as  athletes  call  it,  "  the  wind." 

It  is  an  exercise  that 
should  be  taken  every 
day. 

There  is  danger  in 
permitting  pupils  to  run 
around  a  school-room 
provided  with  desks,  as 
they  are  liable  to  fall 
while  rounding  the  cor- 
ners, or  to  trip  over  the 
legs  of  the  desk. 

This  danger  can  be 
obviated  by  permitting 
scholars  to  "  run  in 
place,"  which  is  the 
same  to  running  that 
marking  time  is  to 
marching.  It  consists 
in  hopping  from  one 
foot  to  the  other  with- 
out gaining  ground. 

When  taking  this  ex- 
ercise, at  the  command,  In  place!  assume  the  posi- 
tion described  under  Double  Time  (p.  11),  or  the 
hands  can  be  placed  on  the  hips;  tlirmv  the  chest 
forward  and  the  hips  back  ;  keep  the  head  erect.  At 


Fio.  87.— Running  in  place. 


A  Manual  of  Physical  Training.  61 

the  command,  BUN  !  raise  the  left  foot  from  the  floor ; 
then  spring  from  the  right  to  the  left  foot,  and  from 
the  left  to  the  right  foot,  and  so  on  until  the  command, 
HALT  !  or  SLOW  TIME  is  given. 

This  brings  the  count  or  accent  on  the  left  foot,  as 
in  marching. 

"  Running  in  place"  may  be  executed  in  four  ways. 
The  first  or  most  common  consists  in  throwing  the 
heels  back  and  up  to  the  height  of  the  knee. 

In  the  second  and  more  difficult  method,  the  pupil  is 
to  strike  the  back  of  the  upper  thigh  with  the  heel  of 
the  foot  of  the  same  leg. 

The  third  method  is  made  by  throwing  the  legs 
sideways,  and  the  fourth  by  raising  the  knees  up  in 
front. 

In  this  exercise,  as  in  many  others,  some  pupils  must 
be  excused  or  allowed  to  rest  after  a  brief  period  of 
work  (from  30  to  60  counts). 

If  a  class  is  to  exercise  in  a  hall  where  the  oppor- 
tunity for  running  around  the  room  is  given,  then  it  is 
well  to  give  the  pupils  a  chance  to  make  a  circuit  of 
the  calistheneum,  the  girls  going  in  one  direction  and 
the  boys  in  another. 

A  run  to  music  requires  practice,  but,  when  correctly 
done,  is  a  beautiful  exercise.  The  class  should  prac- 
tice running  in  place  before  making  a  "  course  run." 

Children,  if  permitted  to  stamp  the  left  foot  on  the 
first  of  each  four  counts,  will  soon  get  the  time. 

Teachers  should  remember  this  : 

1st.  "When  running,  never  touch  the  heels  to  the 
floor. 


62  A  Manual  of  Physical  Training. 

2d.  Pupils  must  keep  their  running  distance, 
which  is  arm's  length  from  the  one  in  front  of  them. 

3d.  Pupils  must  not  try  to  turn  square  corners. 

4th.  When  pupils  are  tired  and  wish  to  stop,  they 
must  not  run  out  between  the  lines.  Those  in  the  in- 
side line  should  step  to  the  center  of  the  room  ;  those 
in  the  outside  line  should  stop  in  some  corner  or 
along  the  side  of  the  room. 

5th.  If  the  floor  is  slippery,  sprinkle  sand  over  it. 

6th.  Do  not  force  children  to  breath  through  their 
noses.  It  looks  better  to  see  closed  mouths  ;  but  the 
rule  should  not  be  made  arbitrary.  Some  of  the  best 
runners  breath  through  their  mouths  when  running. 

7th.  Do  not  quicken  the  time  much  above  190  steps 
to  the  minute  if  the  classes  are  large. 

A  failure  on  the  teacher's  part  to  explain  or  enforce 
the  above  rules,  may  result  in  a  serious  accident  to 
some  member  of  the  class. 

The  writer  has  adopted  this  method,  and  finds  it 
quite  satisfactory. 

At  the  beginning  of  the  year,  once  or  twice  a  week 
the  class  runs  from  one  to  two  blocks,  the  track  on  the 
floor  indicating  the  distance.  The  course  is  gradually 
increased  until  spring,  when  the  entire  class  can  safely 
run  from  three  quarters  to  one  and  one-half  miles. 
Pupils,  when  tired,  are  allowed  to  drop  out ;  but  any 
scholar  who  has  a  side-ache,  or  who  experiences  any 
unpleasant  results  from  a  long  run,  and  does  not  drop 
out,  is  barred  from  the  class  the  next  run  if  this  can 
be  ascertained 

lu  tho  long  run,  it  is  not  necessary  for  the  scholars 


A  Manned  of  Physical  Training. 


63 


to  work  with  music,  nor  is  it  essential  that  they  should 
keep  step,  providing  they  keep  their  distance. 

7.  Swinging  Motions  are  applicable  to  both  the  arms 
and  legs,  and  are  made  by  swinging  the  leg,  without 
bending  the  knee,  in  one  of  the  given  directions ;  and  it 


FIG.  38. 


FIG.  39. 


FIG.  38.— Swinging1  motion  of  the  leg. 

FIG.  39.— Arras  shoulder-high  to  side,  or  swinging  motion. 

differs  from  a  stepping  motion  inasmuch  as  the  foot  does 
not  touch  the  floor  when  out  of  position.  The  length 
of  a  swinging  motion  for  the  leg  is  about  twelve  inches, 
but  it  can  be  varied,  of  course,  to  suit  the  wishes  of  the 
teacher  (Fig.  38). 

A  swinging  motion  for  the  arm  is  made  by  swinging 


64 


A  Manual  of  Physical  Training. 


the  rigid  arm  from  the  side  to  any  of  the  directions 
given,  or  to  any  desired  height  (Fig.  39). 

8.  Raising  and  Lowering,  applicable  to  the  arms,  legs, 
and  body,  is  made  by  raising  the  knee  up  to  the  front 
(Fig.  40),  raising  the  ball  of  the  foot  from  the  floor,  while 
the  heel  remains  on  the  floor,  or  by  keeping  the  knees 


Fio.  40.-Flexing  the  thigh. 


Fia.  41.— Flexing  the  leg. 


in  the  same  line,  raising  the  heel  up  and  back  (Fig.  41). 
The,  body  is  raised  by  standing  on  tip- toes. 

A  lowering  motion  can  be  made  when  an  arm  has 
been  raised.  It  can  be  made  forcible,  or  the  arm  can 
drop  to  the  side.  The  body  can  be  lowered  by  bend- 


A  Manned  of  Physical  Training. 


65 


ing  the  knees  and  allowing  the  body  to  sink  down  un- 
til the  heels  touch,  or  nearly  touch, 
the  back  of  the  thigh.  In  this  ex- 
ercise the  trunk  is  in  an  upright 
position  ;  the  heels  are  off  the  floor 
(Fig.  42). 

9.  Twisting  Motions.  -  -  Keep  the 
shoulders  to  the  front,  but  turn  the 
face  to  the  right  or  left  (Fig.  43). 
Without  moving  the  feet,  turn  the 
shoulders  to  the  right  or  left.  In 
this  case  the  body  turns  on  the  an- 
kles. Keep  the  heel  on  the  floor  and  ^ 
twist  the  ball  of  the  foot  to  the  right 
or  left,  or  swing  the  leg  front  or  to 
the  right,  and  twist  it  from  left  to 

right.  The  foot  alone  cannot  be  twist- 
ed ;  it  can  be  flexed,  extended,  or 
slightly  bent.  This  may  also  apply 
to  the  full-length  arm,  —  it  can  be 
twisted  to  the  right  or  left. 

The  fore -arm  and  hand  can  be 
twisted,  but  not  the  hand  alone. 

10.  Bending  Motions,  or,  as  they  may 
be  called,  flexing  motions,  apply  to 
the  head  and  neck  (Figs.  44  and  45), 
trunk  (Figs.  46  and  47),  arms,  and 
legs.  They  consist  in  bending  the 

head  or  trunk  in  one  direction  a  cer- 

FIO.  43.  tajn  distance,  when  the  bending  ceases, 

Turning  the  face  to  ..  .         . 

the  left  and   another  exercise  is  necessary  to 


FIG.  42. 
Lowering  the  body. 


66 


A  Manual  of  Physical  Training. 


bring   the   body  to   its   normal   position,  such   as   a 
straightening  motion. 

The  arm  can  be  bent  in  but  one  way ;   that  is,  by 
bringing  the  hand  toward  some  part  of  the  shoulder. 


FIG.  44. 
Bending  the  head  to  the  left. 


FIG.  45. 
Bending  the  head  forward. 


The  leg  can  be  bent  by  bringing  the  heel  to  the 
back  thigh.  The  term  "  leg  "  is  applied  to  that  part 
below  the  knee.  The  part  above  is  called  the  thigh. 
The  thigh  can  be  flexed  to  the  front.  These  two  bend- 
in^  motions  of  the  leg  are  different,  and  bring  into 
action  separate  sets  of  muscles.  The  hand  can  be 
flexed  on  the  front  fore-arm.  A  straightening  is  an- 
t.iLr'»nistic  to  a  flexing  motion. 

11.  Thrusting. — The  hands  (closed  or  holding  some 
light  apparatus)  are  extended,  straightened,  or  thrust 


A  Manual  of  Physical  Training. 


67 


to  one  of  the  given  directions.  At  the  finish  of  a 
thrust,  the  arms  are  straight.  The  palms  of  the 
hands  may  be  turned  down,  front,  or  up. 


FIG.  46. 
Bending  body  to  the  right. 


FIG.  47. 
Bending  the  body  forward. 


12.  Rolling  applies  to   the    head,  trunk,  and  eyes. 

The  head  or  trunk  is  bent  in  one  direction.  From  this 

f 

position  it  rolls  around  in  a  circle,  or  part  of  a  circle, 
from  right  to  left,  or  left  to  right.  In  certain  exercises 
the  eyes  are  rolled. 

13.  Opening  and  Closing  applies  to  the  hands,  eyes, 
and  mouth.     The    hands    are    opened  wide,  and   the 
fingers  spread   apart ;  to   close  the  hands,  clinch  the 
fist. 


68  A  Manual  of  Physical  Training. 


The  correct  way  to  shut  the  hand  is  seen  in  Fig. 
176. 

The  eyes  and  mouth  are  opened  and  closed  in  some 
grotesque  exercises. 

14.  Slapping  Movement  is  made  by  striking  the  hands 
together.     This   exercise   can   be   executed  with   the 
hands  down  in  front  or  back,  the  back  exercise  being 
especially  good,  with  the  hands  up  or  front,  the  arms 
being  rigid  or  with  bent  arms  in  front,  the  hands  held 
elbow  high.     When  teaching  children  to  keep  time  or 
to  march,  the  slapping  exercise  is  of  aid,  as  it  shows 
when  the  accent   should  come,   and    that  it  should 
come  with  the  left  foot. 

15.  Stamping  Movements  are  made  by  raising  the  foot 
only  two  or  three  inches  from  the  floor,  and  bringing 
it  down  forcibly,  allowing  the  heel  and  ball  to  strike 
the  floor.     This  exercise  is  useful  for  teaching  children 
to  mark  time,  and  to  teach  them  the  difference  between 
the  right  and  left  foot.     In  this  case  the  stamping  is 
only  to  be  done  with  the  left  foot.     The  stamping  ex- 
ercise, if  made  on  certain  counts,  can  also  be  used  to 
catch  the  step  when  running. 

16.  Circling  Movements   apply    particularly    to    the 
arms.    They  are  made  by  swinging  the  full  arm  in  a  cir- 
cle from  side  to  side,  or  from  front  to  rear.    The  hand 
can  start  from  the  chest,  make  this  circle,  and  return 
to  the  chest,  at   the    finish    making   what   is  called  a 
"  heart-shaped  circle"  (see  exercises  with  the  clubs  ; 
also  the  second  series  with  the  bells,  Fig.  114).     It  is 
not  so  easy  to  make  an  accurate  movement  when  cir- 
cling as  it  is  to  make  an  angular  movement,  but  more 


A  Manual  of  Physical  Training.  69 

muscles  are  used  in  this  exercise  than  in  simple  ex- 
tension or  flexion. 

17.  Percussing  is  made  by  striking  lightly,  with  the 
fingers,  some  part  of  the  thorax.     The  motion  is  rapid, 
but  not  of  sufficient  force  to  cause  any  unpleasant  re- 
sults.    See  full  description  of  percussing,  page  78. 

18.  Shrugging  is  made  by  raising  one  or  both  shoul- 
ders.    In  this  exercise  do  not  bend  the  body.     Move 
only  the  shoulder. 

19.  Breathing  Exercises  are   those   which  cause   the 
lungs  to  be  well  filled  and  emptied.    For  a  more  com- 
plete description,  see  page  194. 


CHAPTEK  V. 

THIS  arrangement  of  exercises  will  be  found  service- 
able in  teaching  pupils  the  cardinal  points  and  the  a, 
b,  c's  of  light  gymnastics.  It  will  assist  them  in 
learning  the  regular  series  that  are  to  follow,  whether 
they  are  in  free  gymnastics,  where  no  apparatus  is 
used,  or  in  light  gymnastics,  with  bells,  wands,  swords, 
etc. 

Arms— Practice  Series. — Position,  that  of  attention  ; 
music,  march  time. 

1.  Bring  the  right  hand  to  the  hip,  the  thumb  and 
elbow  well  back,  four  times.     The  same  with  the  left 
hand  four  times,  and  both  hands  eight  times ;  unless 
otherwise  stated,  the  counts  for  exercises  in  this  series 
will   be  the  same  as  here  given.     When  using  both 
hands,  touch  the  thumbs  back  (Fig.  30). 

2.  Bring  the  right  hand,  closed,  to  the  chest ;  left 
hand  ;  both  hands. 

3.  Bring  the  right  hand  to  the  shoulder  ;  left  hand  ; 
both  hands  (Fijr.  29). 

1.  Swing  the  right  arm,  rigid,  shoulder-high,  to  the 
right  (Fig.  39) ;  left  arm  ;  both  arms  ;  also  drill  the 
pupils  in  swinging  the  arms  in  the  oblique  and  front 
directions,  hip-high,  head-high,  shoulder-high. 

f>.  Suin^  tlm  right  arm,  rigid,  FRONT  and  UP;  left 
arm ;  both  arms. 

70 


A  Manual  of  Physical  Training. 


71 


6.  Bring  the  right  hand,  palm  down,  to  the  left  shoul- 
der ;  bring  the  left  hand  to  the  right  shoulder  ;  both. 

7.  Fold  the  arms  in  front  8  times  (Fig.  31). 

8.  Fold  the  arms  back  8  times  (Fig.  32). 

9.  Swing  the  arms  up  sideways  and  clasp  the  hands 
back  of  the  head  (keep  the  elbows  back)  8  times. 

10.  Flex   the   arms   forcibly,  palms   of   the   hands 
front,  elbows  back  (Fig.  48). 

Legs  and  Feet— 1.  Keep  the  toes 
on  the  floor,  but  raise  the  right  heel 
by  bending  the  knee  (same  with  the 
left),  8  times  each. 

Do  not  in  this  exercise  permit  the 
hip  to  drop. 

2.  Keep  the  heel  on  the  floor,  raise 
the  toes  and  twist  the  right  leg  to  the 
right  or  left ;  same  with  the  left. 

3.  Flex  the  right  thigh  until  it  is 
parallel  to  the  floor,  point  the  toes 
down  ;  same  with  left  (Fig.  40). 

4.  Flex  the  right  leg,  keeping  the 
thighs  parallel  to  each  other.     Point 
the  toes  back.     Same  with   the  left 

(Fig-  41). 

5.  Swing  the  right  leg  in  the  direc- 
tions given,  8  times  each.    Same  with 
the  left  (Fig.  38). 

6.  Take  the   hopping   motions  on 
each   leg,  both   legs,   and   alternate, 
motion   can   be  easily  turned  to   a  ' 
(Fig.  37). 


FIG.  48. 

Flexing  the  arms, 
palms  front. 

The   alternate 
run  in  place  " 


72  A  Manual  of  Physical  Training. 

7.  The  stamping  motion  with  the  right  foot ;  same 
with  the  left. 

Body. — 1.  Bend  the  body  forward  to  each  side,  and 
back  also,  in  the  oblique  directions,  8  times  each  (Figs. 
46  and  47). 

2.  Turn  the  shoulders  to  the  right  and  left,  8  times 
each. 

3.  Koll  the  body   from  left  to  right,  and  right  to 
left,  8  times. 

4.  Take  the  same  exercises  with  the  head  that  are 
given  for  the  trunk.     In  some  cases  pupils  should  be 
excused  from  the  head  motions,  as  they  become  dizzy. 


CHAPTEE  VI. 

FREE  GYMNASTICS. 

THE  following  four  series  in  free  gymnastics  will 
be  found  serviceable. 

The  following  simple  exercises  can  be  given  in  the 
school-room  : 

FIRST  SERIES. 

March  Time. 

Position,  that  of  a  soldier,  but  hands  on  the  hips, 
thumbs  forward. 
.     1.  Kaise  on  the  toes  16  times. 

2.  Raise  on  the  heels  16  times. 

3.  Bend  the  body  forward  8  times  (Fig  47). 

4.  Bend  the  body  right  side  8  times  (Fig.  46). 

5.  Bend  the  body  left  side  8  times. 

6.  Bend  the  body  back  8  times. 

7.  Drop  the  head  to  right  side  12  times. 

8.  Drop  the  head  to  left  side  12  times. 

9.  Drop  the  head  back  8  times ;  at  same  time  bring 
hands  to  chest  (Fig.  32). 

10.  Thrust  clinched  hands  down  8  times. 

11.  Thrust  clinched  hands  out  8  times. 

12.  Thrust  hands  up  8  times. 

73 


74  A  Manual  of  Physical  Training. 

13.  Thrust  hands  front  8  times,  and  drop  them  at 
the  side  on  the  eighth  count. 

14.  Bend  right  knee  (keep  toes  on  floor)  8  times. 

15.  Bend  left  knee  (keep  toes  on  floor)  8  times.     On 
the  fourth   count,  flex  the  arms,  elbows  at  the  side, 
palms  front,  hands  open,  fingers  apart. 

16.  Open  and  close  hands  16  times.     On   the  six- 
teenth count,  let  hands  fall  at  the  side. 

17.  Stamp  the  left  foot  lightly  16  times. 

18.  Stamp  the  left  foot  and  slap  the  har.ds  16  times. 

19.  Stamp  the  left  foot,  slap  the  hands,  and  count 
out  loud  16  times. 

The  exercises  17,  18,  19  are  for  small  children,  and 
are  used  especially  to  teach  them  to  keep  time  and  to 
mark  time. 

SECOND  SERIES. 

Waltz  Time,  8  counts  to  each  movement. 

Position,  that  of  a  soldier,  but  hands  resting  natu- 
rally at  side. 

1.  Step  right  foot  diagonally  forward  to  the  right 
(Fig.  33). 

2.  Same  with  left  foot. 

3.  Bight  foot  diagonally  back. 

4.  Same  with  left  foot. 

5.  Step  right  foot  over  in  front  of  left,  touch  toes  to 
floor,  and  bring  back. 

6.  Same  with  left. 

7.  Swing  the  right  arm  side  wise  above  and  slightly 
over  the  head,  pal  in  down,  arm  curved. 

8.  Same  with  the  left. 


A  Manual  of  Physical  Training.  75 

9.  With  both.    As  the  hands  come  down  on  the  last 
count,  clasp  them  below  in  front,  backs  of  the  hands 
up. 

10.  Step  right  foot  diagonally  back  and  across  the 
left,  touch  only  the  toes  to  the  floor,  incline  the  body 
slightly  forward  (bowing  motions). 

11.  Same  with  left. 

12.  Swing  the  clasped  hands  above  the  head  and 
step  right  foot  across  in  front  of  the  left ;  incline  the 
body  slightly  to  right. 

13.  Same  with  the  left. 

THIRD  SERIES. 

March  Time,  each  movement  8  times. 

Position,  same  as  that  of  a  soldier,  except  that  the 
hands  rest  on  the  hips,  fingers  back. 

1.  Kaise  right  foot  back,  keep  knees  together  (Fig. 
41). 

2.  Same  with  the  left. 

3.  Raise  right  knee  front,  toes  pointing  down,  bend- 
ing leg,  body  erect. 

4.  Same  with  left  (Fig.  40). 

5.  Swing  right  leg  (rigid)  to  right  side. 

6.  Same  with  left  (Fig.  38). 

7.  Twist  shoulders  to  right;  do  not  bend  legs  or 
raise  feet. 

8.  Same  to  left. 

9.  Turn  head  to  the  right. 

10.  Same  ie  left  (Fig.  29). 


76  A  Manual  of  Physical  Training. 

11.  Drop  Lead  back,  Lands  at  side  on  tLe  eigLtL 
count. 

12.  Force  tLe  Lead  back,  trying  to  toucL  tLe  cLin  to 
tLe  tLroat. 

13.  SLrug  tLe   riglit   shoulder  on  count  one ;    on 
count  two,  raise  riglit  arm  (rigid),  shoulder-high,  to 
side,  and  lower  it ;  on  count  tliree,  sLrug  shoulder  ;  on 
count  four,  raise  tLe  arm  again ;  and  so  on  tLrougli  16 
counts. 

14.  Same  witli  left  arm. 

15.  Same  with  both  arms. 

16.  Raise   rigLt   arm    (rigid)  slioulder-LigL  to  tLe 
front,  swing  smartly  to  tlie  riglit  side,  shoulder-high, 
back  to  front,  down  at  the  side,  palm  up.     TLis  move- 
ment takes  four  counts.     Repeat  to  16  counts. 

17.  Same  with  the  left. 

18.  Raise   botli   arms   to  tLe   front,  swing  to   side, 
shoulder-high  ;  and  on  counts  three  and  four,  slap  tLe 
Lands  together  smartly  back   of  the  body  below  tLe 
waist.     Take  this  for  16  counts. 

FOURTH   SERIES. 

March  Time. 

Position,  that  of  a  soldier.  TLe  following  move- 
ments are  arranged  from  Upton's  Tactics,  and  are  well 
adapted  for  drawing  tLe  sLouldcis  l>a<-k  and  pro- 
ducing an  upright  rarria^'  «>f  the  body.  They  have 
been  arranged  for  music.  Each  exercise,  16  or  32 
counts. 


A  Manual  of  Physical  Training.  77 

First  Exercise. 

Count  1,  swing  the  arms  sideways  and  UP  (the 
hands  can  be  slapped  in  this  movement).  2.  Force 
the  arms  to  the  position  seen  in  Fig.  48.  Thrust 
the  arms  back  to  position  No.  1.  4.  Force  the  arms 
obliquely  back  and  down. 

Second  Exercise. 

1.  Raise  the  arms  from  the  sides,  extend  to  their 
full  length  till  the  hands  meet  above  the  head,  palms 
of  the  hands  to  the  front,  fingers  pointing  upward, 
thumbs  locked,  right  thumb  in  front,  the  shoulders 
pressed  back.  2.  Bend  over  till  the  hands,  if  possi- 
ble, touch  the  ground,  keeping  the  arms  and  knees 
straight.  3.  Come  to  position  of  No.  1.  4.  Hands  at 

the  side. 

Third  Exercise. 

1.  Extend  the  arms  horizontally  to  the  front,  the 
palms  of  the  hands  touching.  2.  Throw  the  arms  ex- 
tended well  to  the  rear,  inclining  slightly  downward, 
at  the  same  time  raise  the  body  upon  the  toes.  3. 
Come  to  position  as  No.  1.  4.  Resume  the  position 
of  the  soldier. 

The  first  and  second  motions  of  this  exercise  can  be 
continued  by  the  commands  one,  tivo,  one,  tivo,  till  the 
seventh  count.  With  practice,  scholars  will  be  able  to 
touch  the  hands  behind  the  back. 

Fourth  Exercise. 

On  count  1,  raise  both  arms,  rigid,  shoulder  to  the 
side,  palms  up.  2  and  3.  Make  short  circles  from 


78 


A  Manual  of  PJtyxiccd  Training. 


front  to  rear  with  the  arms.  This  part  has  been 
called  "  grinding  the  shoulders."  4.  Force  the  hands 
down  to  the  side.  Palms  front.  Do  not  let  the 
hands  bound  away  from  the  thighs. 

PERCUSSING  MOVEMENTS. 

These   exercises   are   a   part  of   the    manipulation 
movements.      They  tend   to  increase  the  circulation, 


FIG.  49. -Position  for  percussing  the  I  a<  k. 


A  Manual  of  Physical  Training. 


79 


change  tissue,  and  force  the  air  to  all  parts  of  the 
lungs.  They  are  as  good  for  adults  as  for  children. 
All  striking  movements  are  executed  rapidly,  to  polka 
or  galop  time  ;  the  beat  being  made  on  some  part  of 
the  thorax  with  the  ends  of  the  fingers,  not  with  the 
fiat  hand  or  fist. 


FIG.  50.  FIG.  50a. 

Positions  for  percussing  the  side. 

1st  Exercise.  Teach  pupils  to  percuss  their  own 
chests  until  they  have  a  definite  idea  of  how  the  exer- 
cise is  executed. 

2d  Exercise.     Form  the  class  in  "  twos,"  and  com- 


80  A  Manual  of  Physical  Training. 

mand  all  to  right  or  left  face.  This  will  bring  the 
pupils  so  that  one  stands  back  of  the  other.  (See  Fig. 
49.)  The  pupil  in  front  places  the  hands  on  his 
hips  and  bends  the  body  slightly  forward,  thus  pre- 
senting the  back  for  percussion.  The  rear  pupil  takes 
the  position  seen  in  Fig.  49.  The  exercise  begins  with 


Fia.  51.— Position  for  percussing  tbe  chest. 

the  music  at  the  command  READY  !  and  lasts  for  32 
counts.  At  a  chord,  the  class  faces  about  and  No.  1 
takes  the  striking  exercise. 

3d  Exercise.  At  the  third  chord,  the  pupils  again 
face   about   and   take   tin     position  seen   in  Fig.    50. 


A  Manual  of  Physical  Training.  81 

No.  1  curves  the  arms  over  the  head,  thus  exposing 
the  sides  of  the  thorax  for  percussion.  The  change  is 
made  at  the  chord.  This  exercise  can  be  lengthened 
by  permitting  No.  1  to  raise  the  right  arm  above  the 
head  while  No.  2  percusses  with  both  hands  on  one 
side  (Fig.  50a). 

4th  Exercise.  The  two  pupils  face  each  other.  No. 
2  percusses  the  chest  of  No.  1,  who  at  the  chord  takes 
the  exercise.  At  another  chord,  both  pupils  raise  the 
hands  and  percuss  the  chest  of  their  neighbor.  This 
exercise  can  be  varied  by  forming  a  file  of  pupils 
and  allowing  them  to  beat  the  backs  or  sides  of  those 
in  front  of  them,  and  having  the  pupils  about  face 
at  a  chord,  as  when  formed  in  twos,  to  continue  the 
movements.  If  the  file  is  long,  a  circle  can  be  formed 
and  the  same  exercise  taken. 

The  musician  plays  for  32  counts,  stops,  strikes  a 
quick  chord  for  facing,  and  continues  with  the  polka. 
It  is  desirable  that  the  music  be  of  a  popular  char- 
acter. Pupils  can  form  two's  and  take  their  places 
by  chords  so  that  after  a  few  drills  the  entire  exercise 
can  be  taken  without  command. 

It  will  be  found  amusing  as  well  as  beneficial.        * 


CHAPTER  VIL 


WANDS. 

FOR  all  exercises  given  and  described  under  Wands, 
with  the  exception  of  the  Manual  of  Arms  and  the 
Bayonet  Drill,  we  use  a  short  stick  30  inches  in  length 
and  4  of  an  inch  in  diameter.  These  sticks  can  be 

O 

purchased  at  hardware  stores  for  about 
one  cent  each.  They  are  a  little  over  3 
feet  in  length,  but  can  be  easily  cut  to 
the  desired  length.  It  makes  the  stick 
smoother  to  have  it  sandpapered ;  this 
the  school-boys  can  do.  The  author 
uses  these  sticks,  or  "  dowels,"  as  they 
are  called,  almost  entirely.  They  >  are 
not  only  good  for  the  wand  exercises, 
but  they  can  be  used  for  fencing  and 
single-stick,  while  they  are  far  less  ex- 
pensive than  the  regular  wand. 

For  the   Manual  of  Arms   and  the 
Bayonet    Drill,  use  a  wand   4   feet  6 
inches   in    length  ;   but  otherwise   the 
short  stick  is  better  for  class  work,  as 
it  docs  not  ivquirc  the  spaco  for  exer- 
that  the  longer  ones  do.     Ag;iin,  tin-  dowels  can 
be  cut  to  fit  the  width  of  the  drsks  when  they  are  to 


Fia.  Sfc 
Carry  arnis. 


A  Manual  of  Physical  Training. 


83 


be  used  in  the  class-room,  so  that  each  pupil  c;m 
take  care  of  his  own  wand.  For  gymnasium  use,  the 
wands  may  be  kept  in  a  box  18  inches  square  and  2 
feet  high  ;  or  a  box  attached  to  the  side  of  the  house 
may  be  used.  Racks  are 
not  satisfactory,  as  too  much 
time  is  required  to  take  and 
replace  the  sticks.  The  fol- 
lowing are  the  A,  B,  C,  or 
the  preliminary  exercises,  for 
the  wands.  It  is  necessary 
that  the  teacher  should  thor- 
oughly understand  them  be- 
fore he  attempts  to  teach 
them  to  a  class  : 

I.  CARRY  ARMS.     (See  Fig. 
52.)    This  should  be  the  po- 
sition of  the  wand  when  it  is 
taken  from  the  box  or  when 
the  class  is  marching.     The 
wand  is  held  by  the  thumb 
and  first  two  fingers. 

II.  Wand  DOWN.    Drop  the 
wand  to  the  position  seen  in 

Fig.   53  ;  the  hands  are  the  width  of  the  shoulders 
apart ;  backs  of  the  hands  are  front. 

III.  Right  hand   OUT.      (See   Fig.    54.)      Swing  the 
wand  shoulder-high   to   the   right,  the   right  arm  ex- 
tended in  the  same  direction,  the  back  of  the  left  hand 
resting  near  the  base  of  the  neck  ;  the  shoulders  are  to 
the  front.     The  same  position  is  taken  on  the  left. 


FIG  53  —Wand  down. 


A  Manual  of  Physical  Training. 


IV.  Wand  UP.     Swing   the  wand   to   arm's   length 
above  the  head,  wand  parallel  to  the  floor.     (See  Fig. 
55.) 

V.  Wand  FRONT.     Swing  the  wand  shoulder-high  to 
the  front  at  arm's  length,  wand  parallel  to  the  floor 
(Fig.  56). 


FIG.  54.— Wand  out  to  the  right. 


FIG.  55. -Wand  up. 


VI.  Wand  to  the  CHEST.  Bend  or  flex  the  arms, 
1 1 ringing  the  wand  to  the  chest,  wand  parallel  to  the 
floor  (Fig.  57).  From  this  position  the  thrusting  mo- 
tions can  be  taken,  down,  up,  or  front,  to  the  right  or 
left.  In  a  thrusting  motion  to  the  right,  turn  the 
shoulders  in  that  direction.  The  wand  can  also  be 
brought  to  the  chest  by  flexing  the  arms  and  by  rais- 
ing the  elbows,  shoulder-high,  to  the  side  (Fig.  58). 


A  Manual  of  Physical  Training.  85 


FIG.  56.— Wand  front. 


FIG.  57.— Arms  flexed. 


FIG  58,-Elbows  shoulder-high  to  the  side.         FIG.  59.— Right-hand  salute. 


86 


A  Manual  of  Physical  Training. 


VII.  Sight-hand  SALUTE.  Bring  the  right  hand  to 
the  left  shoulder,  palrn  of  the  right  haiid  front;  the 
left  arm  is  straight  at  the  side.  A  salute  can  also  be 
made  with  the  left  hand.  (See  Fig.  59.) 


FIG.  80. 

Wand  in  perpendicular 
position. 


Fio.  61. 
Right   band  shoulder  high 
diagonally  forward.   1.  ft 
band  \\aist  hi^h. 


FlO.  62. 
Right     hand     up, 
left  hand  at  right 
shoulder. 


VIII.  \V\NI)  TO  SHoi  I  .hi  :i:s,  bark  of  the  head,  wand 
parallel  \\itli  the  il«>or  (Tig.  (57).  If  the  wand  is  long, 
slide  the  hands  to  tin-  ends  of  the  wand,  ulien  it  may 
be  forced  down  the  back  "elbow-high  "  or  to  arm's 


A  Manual  of  Physical  Training.  87 

length ;   then,    without   bending   the   arms,  raise  the 
wands  shoulder-high  back. 

IX.  WAND  IN  A  PERPENDICULAR  POSITION.     Grasp  one 
end  of  the  wand  by  both  hands,  the  hands  the  height 
of  the  neck.     The  wand  is  directly  in  front  of  the  cen- 
tre of  the  face.     (See  Fig.  60.) 

X.  EIGHT  HAND  DIAGONALLY  FORWARD  to  the  right, 
shoulder-high,   left   hand  waist-high  in  front  of  the 


FIG.  63.  FIG.  64. 

FIG.  63.— Right  hand  shoulder-high  diagonally  forward,  left  hand  at  the  base 
of  the  neck. 
FIG.  64.— Right  hand  points  to  the  rear,  left  hand  at  base  of  the  neck. 

body.  (See  Fig.  61.)  From  the  position  described  in 
No.  Ill,  the  right  hand  may  be  raised  above  the  head 
(Fig.  62);  it  may  point  to  the  front  or  to  the  back,  or 
in  the  diagonal  directions  to  the  front  and  back. 


A  Manual  of  Physical  Training. 


These    motions,   of   course,   can    be   taken    on   both 
sides.     (See  Figs.  63,  64,  65.) 

XL  "  TWISTING  MOTIONS."     The  wand  may  be  held  in 
the  center  by  one  hand,  and  twisted  from  right  to  left. 


Fio.  65. 

Left  li.-iri' I  up.  right  hand 
leftsboul  : 


Fio  66. 

Wand  up,  and  twisting  motion 
to  the  ritfbt. 


It  may  be  held  FRONT,  and  turned  to  a  vertical  posi- 
ti«»M,  right  or  loft  luind  up. 
It  may  be  held  UP,  and  turned  so  that  it  points  to  the 


A  Manual  of  Physical  Training.  89 

front.  Tliis  can  be  done  either  by  the  arms  alone  or 
by  turning  the  body.  (See  Fig.  66.) 

XII.  The  motions  with  the  wands  given  under  the 
head  of  Preliminary  Exercises  will  either  singly  or  in 
combination  make  all  the  exercises  that  are  described 
in  series  1,  2,  and  3 ;  also  the  marching  series. 

If  they  are  thoroughly  understood,  it  will  be  easy 
to  make  these  combinations. 

MARCHING    SEEIES. 

To  ordinary  march  time,  the  members  of  the  class 
marching  at  arm's  length  from  each  other,  the  majority 
of  the  preliminary  exercises  can  be  executed.  It  may 
be  necessary  to  change  the  time  for  certain  movements, 
or  to  take  two  counts  for  certain  exercises,  such  as 
raising  the  wand  up  or  bringing  it  to  the  shoulder. 

first  Series.     Music,  March  or  Polka  Time. 

Position,  Wand  at  Carry  Arms  (Fig.  52.) 
At  the  chord  or  count,  bring  the  wand  to  the  first 
position,  or  down.     (See  Fig.  53.) 

1.  Flex  the  arms  8  times  (Fig.  57). 

2.  Raise   the   elbows,  shoulder-high,  to    the   side ; 
the  wand  is  brought  to  the  chest  8  times  (Fig.  58). 

3.  Swing  the  wand,  shoulder-high,  to  the  front,  arms 
rigid  (Fig.  56). 

4.  Swing   the  wand  out   to   the  right,  parallel   to 
the  floor  (Fig.  54). 


90 


A  Manual  of  Physical  Training. 


5.  The  same  on  the  left. 

6.  Swing  the  wand  up-above  the  head,  arms  straight 
(Fig.  55.) 

7.  Raise   the  right  hand,   palm  front,   to   the   left 
shoulder ;    the  left  arm  remains  straight  at  the  side 
(Fig.  59). 

8.  The  same  with  the  left  hand. 

9.  Swing  the  right  arm, 
rigid,    UP;    bring    the    left 
hand,    palm    back,   to   the 
right     shoulder     8     times 
(Fig.  62). 

10.  Swing   the  left  hand 
up    and    bring    the     right 
hand   to   the  left  shoulder 
(Fig.  65). 

11.  Raise  the  right  arm, 
rigid,  diagonally  forward  to 
the     right,     shoulder-high. 
Bring  the  left  hand  to  the 
center  of  the  chest  and  to 
the-  base  of  the  neck  (Fig. 
63). 

12.  Take  the  same  exer- 
cise with  the  left. 

13.  Bring  the  wand  to  the  back  of  the  shoulders, 
charge  the  right  foot  to  the  right  (Fig.  67). 

14.  Same  on  left. 

15.  Swing  wand,  shoulder-high,  front,  and  step  the 
right  foot  front  8  times  (Fig.  68). 


Fio.  67. 

Wand  on  shoulders  and  charge  to 
the  right. 


A  Manual  of  Physical  Training. 


91 


16.  Same  on  the  Left. 

17.  Charge  right  foot  diagonally  forward,  and  swing 
wand  up  4  times.     Same  on  left.     (See  Fig.  69.) 


Second  Series.     Music,  Waltz  Time. 

Position,  same  as  in  First  Series. 

I.  Count  1,  swing  the  wand,  shoulder  high,  to  the 


FIG.  68. 


Fro.  69. 

Wand  up  and  charging  motion  with 
the  left  foot. 


front.     From  this  position, 

on  count  2  swing  the  wand  to  the  right,  and  turn  the 

shoulders   the    same  way.      Count    3,  come  back  to 


92 


A  Manual  of  Physical  Training. 


position  1,  and  on  count  4  drop  the  wand  to  the 
position  at  starting.  Take  this  exer- 
cise 16  counts  on  each  side,  alternat- 
ing. 

II.  Count    1,   right   face   and   flex 
the  arms.     Count  2,  thrust  the  wand, 
shoulder-high,  to   the  front.     Count 
3,  bring  the  wand  back  to  the  chest. 
Count  4,  thrust  the  wand  UP.     Count 
5,  bring  the  wand   to  the  shoulder, 
back  of  the  head.     Count  6,  thrust 
the  wand  UP.   Count  7,  bring  the  wand 
to  the  chest.    Count  8,  come  to  start- 
ing position.   At  the  next  count,  front 
face  and   take  the  exercise  through 
8  counts.     Then  face  to  the  left  and 
again  front  face.     This  will   require 
32  counts  to  finish. 

III.  Count  1,  swing  the  wand  UP. 
Count  2,  twist  the  wand  from   right 

and  left,  to  front  and  back  ;  the  right  hand  front,  the 
left  back,  wand  parallel  to  the  floor  (Fig.  66).  Count 
3,  twist  the  wand  back  to  position  1.  Count  4,  wand 
down  ;  take  the  same  exercise  but  swing  the  left  hand 
front  on  count  2.  Full  number  of  counts,  32.  On  the 
last  count  of  32,  bring  the  wand  to  the  shoulders,  back 
of  head. 

IV.  Count  1,  twist  the  shoulders  to  the  right  and 
back,  front  again.  Count  2,  same  to  the  left  8  times 
(Fig.  70). 


Fio 

Wand   on   shoulders 
and  turn  to  the  left. 


A  Manual  of  Physical  Training. 


93 


V.  Count  1,  bend  the  body  to  the  right  (Fig.  71)  ; 
come  back  to  position.  Count  2,  thrust  the  wand  up. 
Take  the  same  to  the  left  8  times. 


FIG.  71. 


Fia.  72. 


FIG.  71.— Wand  on  shoulders  and  bend  to  the  right. 

FIG.  72.— Right  hand  shoulder-high  diagonally  forward ;  right  foot  charge 
diagonally  forward. 

VI.  Bring  the  wand  from  the  shoulders  to  the  chest, 
and  step  the  right  foot  diagonally  back  at  the  same 
time.  Come  back  to  position  and  repeat  the  exercise, 
but  step  the  left  foot  diagonally  back  8  times.  On 
the  8th  count,  bring  the  wand  from  the  shoulder  down 
in  front. 


94 


A  Manual  of  Physical  Training. 


VII.  Charge  the  right  foot  to  the  right ;  the  right  arm, 
face-high,  to  the  right ;  the 
left  hand  across,  chest-high, 
on  the  right  (Fig.  72).  Take 
the  charging  motion  4  times 
to  the  right  and  4  times  to 
the  left.  On  the  8th  count, 
bring  the  wand  to  the  posi- 
tion seen  in  Fig.  60. 

VIII.  Sliding  motion. 
The  wand  is  held  in  a  per- 
pendicular position  in  front 
of  the  face ;  the  right  hand 
above  the  left  (Fig.  60) ;  charge 
the  right  foot  diagonally  for- 
ward to  the  right ;  slide  the 
right  hand  along  the  wand  to 
the  length  of  the  arm  ;  point 
the  wand  diagonally  forward 
and  up ;  bring  the  left  hand 
to  the  right  shoulder.  Fig.  73 
nearly  illustrates  this  as  seen  on  the  left.  When 
coming  back  to  position,  change  hands,  the  left  above 
the  right ;  then  take  this  exercise  on  the  left.  Take 
this  "sliding  motion"  8  times,  and  on  the  last  count 
bring  the  wand  DOWN. 

IX.  Rowing  motion,  (liargc  the  right  foot  diag- 
onally forward  to  the  right  and  raise  the  \\aml  shoulder- 
high,' front  (Fig.  74  illustrates  this  <>n  the  left  side), 
swaying  the  body  back,  and  bring  the  wand  to  the 


FIG.  78. 

Left  hand  winds  diagonally  for- 
ward and  up,  right  hand  chest- 
high  in  front. 


A  Manual  of  Physical  Training.  95 

chest  (Fig.  75).  Take  tlie  swaying  motion  16  counts 
on  the  right.  On  the  last  count,  wand  DOWN;  then 
take  the  same  on  the  left. 

X.  The  sixteen-count  motion.     No.  1,  bring  the  left 
hand  to  the  right  shoulder.  No.  2,  raise  the  right  arm, 


FIG.  74.  Fio.  75. 

First  position  in  rowing  motion,  body  Second  position  in  rowing  motion, 

forward.  body  sways  backward. 

shoulder-high,  to  the  right  (Fig.  54).  No.  3,  raise  the 
right  arm  up  (Fig.  62).  No.  4,  raise  the  left  arm  up  (Fig. 
55).  No.  5,  lower  the  right  hand  to  left  shoulder 
(Fig.  65).  No.  6,  lower  left  arm,  shoulder-high,  to 
the  left.  No.  7,  lower  left  hand  to  the  side  (Fig.  59). 


96 


A  Manual  of  Physical  Training. 


No.  8,  wand  DOWN.     The  next  8  counts  are  just  the 
reverse  of  the  first. 

Third  Series.     Time,  Waltz. 

Position,  wands  down. 

Explanatory. — This  series  is  arranged  from  the 
German.  Every  exercise  is  a  four-count  movement ; 
that  is,  it  takes  4  counts  to  finish  each  exercise.  The 
4th  count  always  brings  the  wand  back  to  the  start- 
ing position,  or  "  wand  down."  Each  exercise  is  taken 
two  times  on  a  side. 


FIG.  77. 


Fio  76.— Wand  out  to  the  left  and  stepping  motion  to  the  left. 
Fio.  77.- Right  arm  twisted  over  Mt,  right  foot  stepping  motion  across  In 
front  of  left. 


A  Manual  of  Physical  Training. 


97 


I.  On  1,  step  the  right  foot  to  the  right  and  swing 
the  wand  out  to  the  right.     2,  bring  the  heels  together 
and  raise  the  wand  up.     3,  step  the 

left  foot  to  the  left  and  lower  wand 
out  to  the  left  (Fig.  76).  4,  position. 
Take  this,  as  all  the  following  exer- 
cises are  to  be  taken,  on  the  left  as 
well  as  the  right. 

II.  1,  charge  the  right  foot  diag- 
onally forward.    Raise  the  right  arm, 
shoulder-high,  in  the  same  direction 
(Fig.    72),    left  hand   waist-high   in 
front,  touching  the  body.     2,  heels 
together,  wand  FKONT  (Fig.  56).     3, 
same  as  No.  1,  but  on  the  left  side. 
4,  position. 

III.  1,  charge  to  the  right,  wand 
FRONT.     2,  heels  together,  wand  on 
shoulder,   back    of   neck.     3,    same 
as  No.  1,  but  on  the  left  side.     4, 
position. 

IV.  1,    step    right    foot    to    the 
right,  wand  OUT.     2,  step  the  right 
foot  over  in  front  of  the  left,  and 
turn  the  wand  over  as  seen  in  Fig. 
77.     3,  come  back  to  position  1.     4, 
position.  T  FiG;78' 

*  Left-hand  face  salute. 

Y.  1,    charge    the   left   foot   over 
in  front  of  the  right ;  raise  the  right  arm,  shoulder- 
high,  diagonally  forward  to  the  right.     Fig.  61  shows 
position  of  arms.     2,  keep  the  same  position  with  the 


98 


A  Manual  of  Physical  Training. 


feet,  but  raise  the  left  hand  until  the  wand  is  FRONT. 
Fig.  56  shows  position  of  arms.  3,  resume  position 
No.  1.  4,  position. 

VI.  Charge  the  right  foot  diagonally  forward  to  the 
right,  raise   the   right   hand  forward,  shoulder-high, 
left  hand  at  the  base  of  the  neck.      Fig.  63  shows 
arms.     2,  swing  the  wand  to  the  rear,  turn  the  shoul- 
ders in  the  same  direction,  but  do  not  move  the  feet 
(Fig.  64).     3,  come   back  to  position  No.  1.     4,  posi- 
tion. 

VII.  1,  right   oblique  face,    and   bring   the  wand 
to  the  position  seen  in   Fig.   78.     2,  charge   the  left 

foot  front  and  elevate  the 
wand.  Fig.  169  shows  arm 
elevated.  3,  come  back  to 
position  No.  1.  4,  position. 

VIII.  1,  charge  the  right 
foot  back  and  elevate  the 
right  hand  back,  left  hand 
across     the    chest.       (See 
Fig.  79.)     2,  sway  forward 
and  thrust   the  wand  for- 
ward and  down,  as  in  Fig. 

>^^  109.    3,  come  back  to  posi- 
^?>"  tion  1.     4,  position. 

IX.  1,  left  oblique  face, 
wand   up.      2,    charge    the 

right  foot  front,  bring  the  left  hand  to  the  hip  ; 
with  the  right  hand  make  a  circle  or  mollinet  with  the 
wand  to  the  front,  and  assume  the  position  in  Fig. 
3,  reverse  the  circle  and  come  to  position  in  N«>.  1. 


Fio.  79. 


A  Manual  of  Physical  Training. 


99 


4,  position.  (It  will  be  a  difficult  matter  to  teach  the 
circle  or  mollinet  to  a  large  class,  as  the  exercise  re- 
quires skill  and  practice.  The  circle  is  made  with  the 
hand  and  wrist ;  the  wand  is  grasped  very  loosely.) 
The  mollinet  with  the  right  hand  is  shown  in  Fig.  169, 
page  178. 


FIG.  80.  FIG.  81. 

FIG.  80.— First  position  of  wand  for  winding  motion,  palms  front. 
FIG.  81  —Second  position  of  wand  for  the  winding  motion.  (The  back  of  the 
right  hand  should  be  front  in  this  cut.) 

Winding  Motions. — At  the  close  of  No.  4  of  exercise 
IX  change  the  hands  so  that  the  palms  are  front 
(Fig.  80).  Kaise  the  right  hand  and  elbow  as  in 
Fig.  81.  (In  Fig.  81,  the  back  of  the  right  hand  is 
front.)  liaise  the  left  hand,  shoulder-high,  obliquely 
front,  and  force  the  right  hand  down,  as  in  Fig.  82. 


100 


A  Manual  of  Physical  Training. 


Fig.   83  shows  the  finish  of  a  winding  motion.     The 
winding  hand  may  be  held  at  the  side  (Fig.  84),  shoul- 
der-high    to     the     front, 
obliquely  front,  or  to  the 
side ;  as  well  as  hip-high 


Fio.  82. 

Third  position  of  hands  in  the 
winding  motion. 


FIG.  88. 

Finish  of  the  winding 
motion 


and  head-high  in  either  direction.  In  the  winding 
motions  keep  the  hands  near  the  ends  of  the  wand. 
A  little  practice  will  enable  one  to  wind  the  wand 
quickly  and  easily.  These  motions  are  at  the  same 
time  fascinating  and  puzzling. 

X.  Charge  the  right  foot  diagonally  back  and  wind 
the  right  hand  down  at  the  side  (Fig.  85).     Same  on 
the  left. 

XI.  Step  the  right  foot  to  the  right  and  wind  the 
wand  out.     Same  on  the  left. 


A  Manned  of  Physical  Training. 


101 


XII.  Charge  the  right  foot  diagonally  forward,  and 
wind  the  wand  obliquely  forward  and  up  to  the  right ; 
place  the  left  hand  back  of  the  head.     Fig.  86  shows 
arms.     Same  on  the  left. 

XIII.  Charge  the  right  foot  front  and  wind  the  wand 
to  the  position  seen  in  Fig.  83.     From  this  position 
charge  the  left  foot  front  and  bring  tire  wand  chest- 


FIG.  84. 


FIG.  85. 


FIG.  84.— Right  hand  winds  shoulder-high  to  the  right,  left  hand  height  of  the 
neck. 

FIG.  85.— Right  hand  winds  down  to  the  side,  left  hand  shoulder-high  on  the 
right ;  right  foot  charges  diagonally  back. 

high  to  the  front,  palms  up.  Now  wind  the  left  hand 
out  and  up  to  the  left,  right  hand  on  the  chest  (Fig. 
73).  Come  from  this  position  back  to  the  first  attitude, 


102 


A  Manual  of  Physical  Training. 


and  from  the  first  attitude  to  the  primary  position.  In 
this  exercise  the  scholar  gains  ground  by  the  second 
charge. 


Flo.  86.  Fio.  87. 

Right  hand  winds  diagonally  forward       Right  hand  winds  diagonally  out  and 
and  up,  left  hand  back  of  neck.  up,  left  hand  chest-high. 

For  all  winding  motions,  the  waltz  time  is  quick- 
ened. 


CHAPTER  VIII. 


MANUAL   OF  ARMS. 

FOR  this  exercise,  use  a  wand  between  four  and  five 
feet  ill  length,  and  about  three  quarters  of  an  inch  in 

diameter.      The  movements  are  exe- 

cuted to  march  time. 

It    is    intended    that 

each  motion  shall  end 

on  four  or  eight  counts. 

The  position  is  that  of 

"  Carry   Arms."      See 

Fig.  52. 

Present  Arms.  —  Car- 

ry  the    wand    to    the 

front  and  center  of  the 

body,    the    left    fore- 

arm   parallel    to    the 

floor,    the    right    arm 

extended,  wand  close 

to    the    body.      Hold 
this  position  four  counts  (Fig.  88). 

At  the  command  Carry  ARMS,  bring 
the  wand  back  to  the  right  side,  slide 
the  left  hand  along  the  wand  to  the  FIG.  89. 

right  shoulder,  fingers  close  together, 
thumb    along    the    first    finger,   elbow 
103 


FIG.  88. 
Present  wands. 


carry  arms. 


104 


A  Manual  of  Physical  Training. 


down ;  hold  for  two  counts  (Fig.  89).  On  3,  drop  the 
left  hand  to  the  side.  This  exercise  takes  four  counts. 
Charge  Wands. — Execute  the  first  position  of  about 
face,  but  step  the  right  foot  about  12  inches  back  of 
the  left ;  drop  the  wand  forward  until  the  point  is  the 
height  of  the  eye,  the  right  arm  extended  down,  the 
left  arm  thrown  across  and  in  front  of  the  body.  Grasp 
the  wand,  as  in  Fig.  90.  In  this  exercise  the  left  knee 


Fio.  90. 
Charge  bayonets. 


Fio.  91. 
Wands  port. 


is  slightly  bent,  while  the  weight  of  the  body  is  thrown 
a  little  forward ;  hold  this  position  for  four  counts. 

Carry  Arms. — In  four  counts. 

Wands  Port. — Throw  the  wand  diagonally  across  the 
front  of  the  body,  ami  grasp  with  the  left  hand,  which 
is  elbow-high  to  the  front ;  tin*  palm  of  the  right  hand 
is  above,  that  of  the  left  under,  the  wand,  which 


A  Manual  of  Physical  Training. 


105 


is   held   close   to   the   body.     (See   Fig.   91.)      Four 
counts. 

Carry  Wands. — Four  counts. 

Order  Wands. — On  Count  1,  bring  the  right  hand  to 
the  left  shoulder,  as  in  Fig.  89 ;  but  grasp  the  wand. 
Count  3,  lower  the  wand  quickly  to  the  floor  and 
bring  the  left  hand  back  to  the  side. 

Parade  Rest.  —  Assume   the 
first    position    of    about  face. 


FIG.  93. 
Inspect  wands. 


grasp  the  wand  near  the  top  with  the  left  hand,  place 
the  right  hand  above  the  left.  Four  counts.  (Fig.  92.) 
From  this  position  come  to  ORDER  ARMS,  four  counts. 


106 


A  Manual  of  Physical  Training. 


Carry  Wands.  —  Flex  the  right  arm,  at  the  same  time 
raising  the  wand  and  grasping  with  the  left  hand  just 
below  the  right  elbow  ;  the  wand  is  on  the  right  side 
of  the  body.  This  takes  two  counts.  Next,  lower 
the  right  hand  to  the  side,  and  raise  the  left  hand,  as 
in  Fig.  89.  This  takes  two  counts.  On  5,  lower  the 
left  hand  to  the  side,  and  hold  this  position  through 
8  counts. 

Inspect  Wands.  —  On  Counts  1  and  2,  come  to  present 
WANDS  ;  on  3,  drop  the  right  hand  to  the 
side,  retain  the  grasp  with  the  left  hand, 
which  is  raised  very  nearly  to  the  height 
of  the  chin  ;  the  wand  is  in  front  of  the 
center  of  the  body.  Hold  this  position 
through  8  counts  (Fig.  93). 

Carry  Wands.  —  Four 
counts. 

Fire.  —  At  Count  1, 
assume  the  first  posi- 
tion of  about  face  ;  at 
the  same  time  drop  the 
wand  forward  until  the 

Fio.  94. 

First  position  for  end  is  about  the  height 
flring-          of  the  head  ;  the  right 
hand  is  elbow-high  to  the  front  ;  the 
left  hand  is  chest-high  to  the  front, 
but  on  the  right  side  (Fig.  94).    On 
3  and  4,  bring  the  lower  end  of  the     :~^ 
wand  to  the  shoulder,  incline  the 
head  to  the  right,  and  lock  aloiii;  the 


wand  ;  the  right  elbow  is  nearly  shoul-       FIO.  96.-Fire. 


A  Manual  of  Physical  Training. 


107 


der-high  to  the  right,  the  left  hand  is  shoulder-high 
to  the  front  on  the  right  side  (see  Fig.  95) ;   on  5, 


FIG.  96.  FIG.  97. 

Two  methods  of  kneeling  and  firing. 

stamp   the   right   foot   lightly.      Hold   this    position 
through  8  counts. 


FIG.  98. 
Kneeling  charge. 


FIG.  99. 
On  guard. 


Carry  Wands. — Through  four  counts. 

By  referring  to  Upton's  Military  Tactics,  other  ex- 


108 


A  Manned  of  Physical  Training. 


ercises  can  be  easily  adopted  from   the   Manual   of 
Arms,  such  as  SHOULDER,  REVERSE,  SECURE,  TRAI:,  etc. 
Figs.  96  and  97  show  the  method  of  firing  while  kneel- 
ing ;  also  a  kneeling  charge  ivands  (Fig.  98). 

BAYONET  DRILL. 

This  exercise  is  taken  with  the  same  length  wand  as 
the  Manual  of  Arms  ;  march  time  ;  position  the  same  as 
that   of  charge  wands,  but   the  wand  is  held  more  in. 
front  of  the  body,  the  right  arm  being  slightly  bent. 
(See  Fig.  99.)    This  is   called 
"  on  guard." 


Fio.  100. 
Right  parry. 


Kio.  101. 
Left  parry. 


Right  Parry. — Swing  the  point  of  the  wand  a  little  to 
the  right.     (See  Fig.  100.)     Hold  four  counts. 


A  Manual  of  Physical  Training.  109 

Left  Parry. — Swing  the  point  of  the  wand  6  or  8 
inches  to  the  left ;  hold  4  counts.  (See  Fig.  101.) 

Right  Guard. — Bring  the  wand  to  a  perpendicular 
position  on  the  right  side  8  inches  to  the  front  and  the 
right  of  the  body  ;  left  hand  shoulder-high  to  the  right, 
right  hand  extended  down.  (See  Fig.  102.) 


FIG.  102.  FIG.  108. 

Right  guard.  Left  guard. 

Left  Guard. — Bring  the  wand  to  a  corresponding  po- 
sition on  the  left  side,  the  right  hand  on  the  left  side 
a  little  higher  than  the  hip,  the  left  elbow  inside  the 
wand.  (See  Fig.  103.)  Hold  4  counts. 

High  Guard. — Raise  the  wand  arm's  length  above  the 
head,  parallel  to  the  floor,  as  in  Fig.  104,  but  keep 
feet  apart. 

From  the  position  of  high  guard  come  to  on  guard. 
Hold  4  counts. 


110 


A  Manual  of  Physical  Training. 


Thrust  to  the  Rear.— Turn   on   both  heels  until  the 
right  foot  points  to  the  rear,  the  left  foot  pointing  to 

the  right ;  bring  right 
hand  to  the  chest,  left 
hand  extended  to  the 
front,  wand  parallel 


FIG.  104.-High  guard. 


FIG.  105. 


to  the  floor,  face  to  the  rear.  Hold  four  counts. 
Sway  body  to  the  rear,  and  thrust  wand  in  that 
direction,  wand  parallel  to  the  floor.  Hold  4  counts. 
From  this  position  come  to  on  guard. 

High  Thrust. — Sway  the  body  back,  thrust  right 
i i .mil  back  and  down,  left  hand  hip-high  on  the  right. 
(See  Fig.  106.)  Sway  body  forward,  thrust  left  hand 
forward  and  up,  right  hand  chest-high  to  the  front. 
(See  Fig.  107.) 

Middle  Thrust. — Sway  body  back,  right  arm  back,  left 


A  Manual  of  Physical  Training.  Ill 


FIG.  106. 


Fia.  107. 


FIG.  108. 


FIG.  109. 


112  A  Manual  of  Physical  Training. 

hand  waist-high  on  the  right  side.  The  wand  is  waist- 
high  and  parallel  to  the  floor ;  4  counts  (Fig.  108). 
Sway  forward,  thrust  wand  forward,  as  in  Fig.  105 ;  4 
counts. 

Fig.  105  is  the  finish  of  a  Middle  Thrust.     From 
this  position  the  wand   is  raised  shoulder-high,  the 


Fio.  110. 


face  turned   back,    and  the  rules   for  Thrust  to  the 
Rear  are  followed. 

Low  Thrust. — Sway  body  back,  right  hand  back  and 
up,  left  hand  chest-high  on  the  right  (Fig.  79) ;  4  counts. 


A  Manual  of  Physical  Training.  113 

Sway  body  forward,  thrust  wand  forward  and  down,  as 
in  Fig.  109  ;  4  counts.  On  last  count  come  to  position 
of  carry  arms. 

Double  Work. — Form  the  scholars  in  twos,  arranging 
so  that  pupils  about  the  same  height  can  work  to- 
gether. The  wands  are  at  carry  arms. 

At  a  chord  or  at  a  command,  the  scholars  step 
apart,  face  each  other,  and  assume  the  position  of  on 


FIG.  111. 


guard.  The  scholar  on  the  right  wall  sway  forward 
and  strike  lightly  with  the  wand  at  the  right  side  of 
his  opponent's  head,  who  will  assume  the  position  of 
right  guard,  which  is  held  for  8  counts.  From 
this  position  the  one  on  the  left  will  sway  forward, 


114  A  Manual  of  Physical  Training. 

and  the  one  on  the  right  will  guard.  (See  Fig.  110.) 
In  the  same  manner  take  the  stroke  on  the  left  side 
of  the  head  and  use  the  left  guard  ;  also  the  high 
guard.  (See  Fig.  111.)  These  positions  are  merely 
postures,  and  are  held  for  8  or  16  counts  each. 


EASY  POSTURES   FOR  WANDS. 

Pupils  are  formed  in  three  rows  which  are  about  5 
feet  from  each  other.  Arrange  the  pupils  so  that 
those  in  front  are  shortest. 

At  a  chord  or  command,  the  first  row  takes  a  kneel- 
ing charge ; 

The  second  row  a  Charge  bayonets  ! 

The  third  row  a  FIRE  ! 

This  position  is  held  for  16  or  32  counts,  when  the 
scholars  will,  without  a  command,  assume  the  second 
posture. 

First  row  leans  forward,  rests  the  left  hand,  which 
holds  the  wand,  on  the  floor,  turns  the  face  back  and 
up,  raises  the  right  arm  back  and  up,  as  if  warding 
off  a  blow. 

The  second  row  takes  the  first  position  of  a  low 
thrust,  with  this  exception :  the  body  is  swayed  for- 
ward. 

The  third  row  takes  a  high  guard. 

These  simple  attitudes  can  be  given  at  the  end  of  the 
bayonet  drill.  If  more  than  three  rows  are  exercising, 
two  rows  can  take  one  position.  A  variety  in  these 
postures  can  be  had  if  circles  instead  of  rows  are 


A  Manual  of  Physical  Training.  115 

formed  and  all  of  the  scholars  face  out.  The  tallest 
pupils  should  stand  in  the  center  of  the  circle.  This 
position  is  preferable  if  the  pupils  are  to  exercise  in 
the  center  of  the  room. 


CHAPTEE  IX. 

DUMB-BELLS. 

FOB  the  weight   and   method  of  arranging  dumb- 
bells, see  pages  27  and  28. 

The  series  with  the  bells  that  are  to  be  described 


Fio.  112. 
First  position  of  the  dumb-bells. 


Fio.  118. 
Bells  on  the  hips. 


in  this  cli;i]>f«  i-  will  be  more  easily  understood  if  the 
preliminary  motions  are  well  learned.    Here,  as  in  Free 


A  Manned  of  Physical  Training. 


117 


Gymnastics  and  with  the  Wands,  the  work  is  arranged 
and  should  be  taught  on  the  principle  of  A,  B,  C's. 


FIG.  114.  FIG.  115. 

FIG.  114.— Bells  on  the  chest.  The  line  represents  a  heart-shaped  circle  made 
with  the  right  hand. 

Fio.  115.— Bells  on  shoulders. 

The  First  Position  of  dumb-bells :  the  arms  hang 
naturally  at  the  side  (Fig.  112). 

Bells  on  the  Hips. — Same  as  when  the  hands  are 
placed  on  the  hips,  the  thumb  ends  front,  elbows  back 
(Fig.  113). 

Bells  on  the  Chest  No.  1. — The  arms  are  flexed,  the 
bells  form  an  angle  of  about  60  degrees,  little-finger 
ends  down  (Fig.  114). 

Bells  on  the  Chest  No.  2.— The  thumb  ends  of  the  bells 


118 


A  Manual  of  Physical  Training. 


rest  against  the  chest,  the  little-finger  ends  point  out 
and  slightly  up. 

Bells  on  the  Shoulders  No.  1. — In  this  case,  the  palms  of 
the  hands  are  down,  elbows  shoulder-high  to  the  right. 
(See  left  bell  and  in  Fig.  131.) 


Fio.  116. 
Right-hand  salute. 


Fio.  117. 
Bells  at  back. 


Bells  on  Shoulders  No.  2. — Palms  of  the  hands  front, 
thumb  ends  down,  little-finger  ends  up.  ( See  Fig.  11/5.) 

Right-hand  Salute. — The  thumb  end  of  the  right  bell 
is  brought  to  the  left  shoulder,  the  little-finger  end 
points  out  and  up.  This  salute  is  also  made  with  the 
left  hand  (Fig.  116). 

Bells  at  the  Back.— (See  Fig.  117.) 

Arms  Folded  in  Front— (  See  Fig.  118.) 


A  Manual  of  Physical  Training. 


119 


Bells  Under  the  Shoulders.— See  right  bell  in  Fig.  130. 

A  Right-angle  Motion.— (See  Fig.  119.)  These  posi- 
tions can  be  varied  by  thrusting  one  hand  down  and 
one  hand  front,  or  one  hand  front  and  one  hand  up, 
etc. 

With  the  bells  on  the  chest,  they  can  be  thrust 
DOWN,  OUT,  UP,  or  FRONT.  They  can  also  be  thrust  in 
any  of  the  oblique  directions  head-high,  shoulder- 
high,  and  hip-high. 


Fio.  118. 
Arms  folded  in  front. 


Fia.  119. 
Right-angle  motion. 


A  Circling  Motion  (Fig.  114,  E.  hand).— This  is 
made  on  the  same  principle  as  heart-shaped  circle 
of  the  club,  which  is  describsd  on  page  140.  These 


120  A  Manual  of  Physical  Training. 

circles  are  made  to  the  right  or  to  the  left,  with  one  or 
both  hands. 

In  executing  them,  use  only  the  arms. 

Flexing  Motions  and  Swinging  Motions  are  described 
under  these  movements  on  pages  63  and  65. 

Twisting  Motions. — The  palms  of  the  hands  are  front, 
the  arms  are  straight,  bells  at  the  side.  (See  Fig.  120.) 
The  hand  is  turned  so  that  the  thumb  points  in,  while 
the  back  of  the  hand  is  front.  The  arm  is  twisted 
from  the  shoulder.  (See  Fig.  121.) 


Fio.  122.  Fia.  120.  Fio   121. 

Fio.  120.— First  position  of  the  bells  for  twisting  motions. 
Fio.  121.— Second  position  of  the  bells  for  twisting  motion.    Notice  that  the 
backs  of  the  hands  are  front. 
Fio.  122  shows  position  for  a  twisting  fore  arm  motion. 

The  twisting  motions  can  be  taken  with  the  arniK 
OUT,  UP,  or  FRONT.  A  fore-arm  motion  can  be  li.-ul  if 
the  arms  are  held  as  seen  in  Fig.  122. 


A  Manual  of  Physical  Training. 


121 


The  Striking  Motions. — The  bells  may  be  struck  forci- 
bly above  the  head,  the  arms  swinging  up  from  below, 
as  seen  in  Fig.  123.  With  the  arms  kept  in  this  posi- 


FIG.  123. 

The  method  of  striking  bells 
above  head. 


FIG.  124. 

Method  of  striking  dumb  bells 
in  front  below. 


tion  the  thumb  ends  may  be  struck,  then  the  little- 
finger  ends.  From  here  they  swing  down  and  the  bells 
are  struck  in  front  below,  as  seen  in  Fig.  124,  either 
with  thumb  or  little-finger  ends.  When  bells  are 
struck  back  of  the  body,  strike  little-finger  ends 
together ;  but  in  this  case  do  not  bend  the  body  for- 
ward (Fig.  125). 

The  arms  may  be  flexed,  the  bells  held  as  high  as 
the  neck,  palms  of  the  hands  back,  keeping  the  arms 


122 


A  Manual  of  Physical  Training. 


bent ;  the  little-finger  ends,  then  the  thumb  ends,  can  be 
struck.  This  makes  a  good  exercise  for  running  or 
marching. 

The  "  Anvil  Strike."— The  right  bell  is  placed  on  the 
shoulder,  thumb  down ;  the  left  bell  is  held  shoulder- 
high  to  the  front.  (See  Fig.  126,  pupil  on  the  left,  page 
123.)  With  the  right  bell,  strike  the  left  one  forcibly, 
when  the  left  arm  swings  down, 
back,  and  up,  and  comes  to  the  left 
shoulder,  thumbend  down,  while  the 
right  arm  remains  front,  holding 
the  position  that  the  left  one  did. 
This  striking  motion  will  require  a 
little  practice.  The  exercise  may 
be  reversed.  Fig.  126  represents 
two  pupils  taking  the  double  "An- 
vil Strike,"  in  which  case  the  one 
who  strikes,  hits  her  neighbor's  bell, 
and  not  her  own. 

Pushing  the  Dumb-bell. — The  bells 
are  on  the  chest ;  the  right  arm  is 
pushed  up,  palm  front ;  the  left  bell 
is  brought  to  the  hip ;  the  body 
inclines  to  the  left,  the  head  thrown 
slightly  back  ;  the  face  looks  up.  (See  Fig.  127.) 

If  the  teacher  thoroughly  understands  these  prelimi- 
nary movements  with  the  dumb-bells,  the  following  se- 
ries will  be  more  easily  learned  and  taught.  The  teach- 
er will  perhaps  have  noticed  how  the  bell  is  divided  into 
parts :  the  bulb  near  the  thumb  is  called  the  thumb 
end;  that  near  the  little  finger,  the  little-finger  end. 


FIG.  125. 

Method  of  striking 
dumb-bells  back 
below. 


A  Manual  of  Physical  Training. 


123 


First  Series. 

Position,  bells  on  chest  (Fig.  114) ;  march  time. 

I.  Thrust  the  right  bell  DOWN  4  times,  left  bell  4. 
times,  both  8  times. 

II.  Thrust  the  right  bell  OUT  4  times,  left  bell  4 
both  8  times. 


Fia.  126. 
Double  anvil  strike. 

III.  Thrust  the  right  bell  UP  4  times,  left  up  4,  both 
8  times. 

IV.  Thrust  the  right  bell  FRONT  4  times,  left  4,  both 
8  times. 

Y.  On  the  8th  count  of  the  last  exercise,  bring  the 
bells  to  the  hips. 


124 


A  Manual  of  Physical  Trammel. 


VI.  Bend  the  body  backward  and  forward,  alternat- 
ing, 8  times. 

VII.  Bend   the   body   to   the  right  and  left  sides, 
alternating,  8  times. 

VIII.  Swing  the  right  leg  to  the  front  and  to  the 
right,  alternating,  8  times. 

IX.  Take  the  same  exercise  with  the  left  leg.     On 
the  8th  count,  drop  the  bells  to  the  side. 


Fio.  127. 
Pushing  the  dumb  bell. 


FIG.  m-BelU  up. 


X.  Flex  the  right  arm  4  times,  left  4  times,  both 
8  times. 


A  Manual  of  Physical  Training.  125 

XI.  Swing    the   right   arm     shoulder-high    to   the 
side,  4  times,  same  with  the  left,  both  8  times. 

XII.  Swing  both  bells  shoulder-high  to  the  front, 
palms  in,  on  Count  1 ;   on  Count  2,  swing  the   hands 
from  this  position  shoulder-high  to  the  side  ;  on  Counts 
3  and  4,  strike  the  little-finger  ends  of  the  bells  to- 
gether back  of  the  body.     Take  this  exercise  8  times. 

Second  Series.     Music,  March  or  Waltz  Time. 

Position,  bells  on  chest. 

I.  Circle  the  right  bell  to  the  right,  making  a  heart- 
shaped  circle,  as  with  the  clubs,  8  times.     (See  Fig. 
114.) 

II.  Circle  the  left  bell  to  the  left  8  times.     Eeverse 
Nos.  I  and  II,  8  times  each. 

III.  Circle  both  bells  to  the  right  8  times,  to  the  left 
8  times. 

The  circles  I,  II,  and  III  may  be  alternated,  also 
reel  and  follow  motions  can  be  made.  See  article  on 
club-swinging. 

IV.  Thrust  both  bells  DOWN,  OUT,  UP,  and  FRONT,  each 
8  times.     On  the  last  8th  count,  bring  the  bells  to  the 
hips. 

Y.  Kaise  on  the  toes  16  times ;  raise  the  toes  16 
times.  On  last  count,  drop  the  bells  to  the  side. 

YI.  Charge  the  right  foot  diagonally  forward  to  the 
right,  and  swing  bells  above  the  head  8  times ;  same 
with  the  left.  (See  Fig.  128  for  position  of  arms.) 

Twisting  Motions. — These  are  made  by  twisting  the 
entire  arm  so  that  the  palm  of  the  hand  is  first  front, 
then  back.  See  description  of  this  exercise,  Of  the  6 


126  A  Manual  of  Physical  Training. 

twisting  motions  given,  all  but  one  are  full-arm  motions. 
(Figs.  120,  121, 122.) 

VII.  With  the  arms  down,  twist  the  bells  6  times, 
counting  front  and  back  as  one.  On  the  7th  count 
bring  the  bells  to  the  chest,  and  on  8  thrust  the  bells 
our.  With  the  bells  in  this  position,  proceed  as  has 
been  described,  always  bringing  the  bells  to  the  chest 
on  the  7th  count.  In  a  like  manner  thrust  the  arms  UP 
and  FRONT,  then  take  a  fore-arm  twist  (see  Fig.  122), 
and  once  more  twist  the  arms,  with  the  bells  at  the 
side,  but  do  not  bring  the  bells  to  the  chest  on  7  (Figs. 
120  and  121). 

Third  Series.     Music,  March  Time. 

Position,  bells  at  the  side. 

I.  Flex  and  straighten  the  right  arm  on  count  1  ; 
count  2,  swing  the  arm,  shoulder-high,  to  the  side,  and 
lower.     Take  this  exercise  4  times. 

II.  Take  the  same  with  the  left  hand  4  times  ;  both 
4  times.     On  the  last  4th  count,  bring  the  bells  to  the 
shoulder. 

III.  Count  1,  thrust  the  right  hand  UP  and  bring 
back  to  the  shoulder  ;  count  2,  thrust  the  right  hand 
OUT  and  bring  back  to  the  shoulder — 8  counts.     Same 
with  left  arm  8  counts  ;  both  arms  8  counts.     On  the 
last  8th  count,  bring  the  hands  to  the  hips. 

IV.  Step  the  right  foot  front,  diagonally  front  to  the 
right,  to  the  right,  and  diagonally  l>,;ck  to  the  right. 
Same  with  the  left  foot  and  then  repeat  this  exercise. 
Remember,  in  a  stepping  moti-m,  to  bring  the  heels 
together  after  each  step.     Sixteen  counts. 


A  Manual  of  Physical  Training.  127 

V.  Striking  Motions. — Strike  the  bells  in  front  of  the 
body  below  ;   first  the  thumb  ends,  then  little-finger 
ends.     Sixteen  counts  (Fig.  124). 

VI.  Strike  the  bells  below,  back  of  the  body,  same 
as  in  front,  16  counts  (Fig  125). 

VII.  Strike  the  bells  front  and  back  below,  thumb 
onds  in  front,  little-finger  ends  back,  16  counts. 

In  these  exercises  strike  the  bells  forcibly. 

VIII.  Right  hand  salute  4  times.     This  is  made  by 
bringing  the  right  bell  to  the  left  shoulder,  in  which 
case  the  little-finger  end  is  higher  than  the  thumb  end. 
Left  hand  "  salute"  four  times.     Alternate  these  mo- 
tions 8  times  (Fig.  116). 

IX.  Stamp  the  right  foot  forcibly  3  times,  gaining 
ground  the  length  of  the  foot  at  each   stamp,  diago- 
nally forward.     On  the  4th  count,  bring  the  heels  to- 
gether.    Same  with  left.     Repeat  this  exercise. 

X.  Bells  on  the  hips,  count  1 ;  on  the  chest,  count 
2  ;  on  the  hips,  count  3  ;  at  the  side  on  count  4.     Take 
this  exercise  4  times.    Nos.  IX  and  X  can  be  combined. 

XL  On  the  last  exercise  of  No.  X,  the  bells  are 
brought  to  the  chest,  and  not  to  the  side ;  then  take 
the  right- angle  motions  (Fig.  119). 

XII.  Right  hand  down,  left  hand  out,  4  times ;  left 
hand    down,  right  hand  out,  4  times  ;  right  hand  up, 
left  hand  out,  4  times;  left  hand  up,  right  hand  out,  4 
times. 

XIII.  "  Push  the  dumb-bell "  with  the  right  hand. 
The  right  arm  is  thrust  up,  palm  front,  left   hand  on 
hip,  body  inclined  to  the  left,  face   looking  up.     (See 
Fig.  127.)     Take  2  counts  for  pushing  the  bell  up,  2 


128  A  Mamtal  of  Physical  Training. 

counts  more  for  bringing  the  bell  to  position.  Take 
the  same  with  the  left  hand,  and  repeat  the  exer- 
cise. 

XIV.  Thrust  the  right  hand  front,  shoulder-high,  on 
count  1;  on  count  2,  without  moving  the  feet,  thrust 
the  right  arm  back,  shoulder-high,  and  look  in  the 


FIG.  129. 
41 A  simple  attitude." 

same  direction,  8  counts.  Same  with  the  left  hand 
8  counts. 

On  the  8th  count,  bring  the  bells  under  the  arms, 
swing  right  hand  out,  shoulder-high,  to  the  side,  palm 
down,  4  times  ;  same  with  left  4  times  ;  both  bells  8 
times  (Fig  130).  On  8th  count,  bring  the  bells  to  the 
shoulders  (Fig.  131). 

XT.  Charge  to  the  right,  and  thrust  right  hand  out, 


A  Manual  of  Physical  Training. 


129 


shoulder-high,  to  tlie  side  4  times.  Same  on  left  4 
times.  On  the  8th  count,  drop  the  hands  to  the  sides. 
A  few  statues  can  be  given  to  finish  this  exercise, — 
Boxer,  Gladiator,  Putting  the  Shot,  etc., — or  the  series 
may  be  finished  by  the  Anvil  Chorus. 

MARCHING   SERIES. 

It  affords  a  pleasant  variety  if  the  dumb-bell  exer- 
cises can   be   taken  while   the   pupils  are   marching 


FIG.  130.  FIG.  131. 

FTG.  130.— Method  of  thrusting  bell  from  under  the  shoulder  out.  The  right 
hand  shows  the  bell  under  the  shoulder,  the  left  hand  the  bell  when  thrust  out. 

FIG.  131.— The  left  hand  rests  on  the  shoulder,  the  right  hand  shows  position 
when  the  bell  is  thrust  out. 

around  the  room.     The  following  series  can  be  given, 
and  they  will  be  found  not  only  pleasing,  but  valuable. 
If  the  sexes  exercise  together,  it  is  well  to  have  the 
boys  march  in  one  direction  and  the  girls  in  another. 


130  A  Manual  of  Physical  Training. 

Striking  Series. 

I.  Strike  the   thumb  ends  of  the  bells  in  front  on 
the  first  of  each  4  counts  for  16  or  32  steps. 

II.  Strike  the  little-finger  ends  of  the  bells  back  on 
the  first  of  each  4  counts. 

III.  Strike  the  bells  in  front  on  1,  back  on  3. 

IV.  Strike  the  bells  front  and  back  below  on  every 
cuunt,  thumb  ends  in  front,  little-finger  ends  back. 

Y.  Flex  the  arms,  back  of  the  hands  to  the  front, 
bells  height  of  the  neck ;  strike  the  bells  together  on 
each  count,  first  the  little-finger,  then  the  thumb,  ends. 
This  exercise  can  be  taken  with  the  run,  whether  in 
place  or  around  the  room.  Let  the  class  take  the 
marching  series  while  they  mark  time. 

Second  Marching  Series. 

To  slow  march  time  or  ordinary  waltz  time,  take  the 
circling  and  thrusting  motions  of  the  Second  Series  of 
the  dumb-bells.  There  is  a  change  to  quicker  time 
after  the  circling  motions  in  this  series. 

Third  Marching  Series. 

Take,  to  ordinary  march  time,  the  exercises  I,  II, 
III,  V,  VI,  VII,  VIII,  X,  XI,  XII  of  the  Third  Series 
of  Dumb-bells. 

If  the  gymnasium  is  small,  omit,  in  the  Marching 
Si-rics,  ;ill  motions  where  the  hands  are  thrust  OUT  or 

v\T. 

Many  exercises  for  wands  and  free  gymnastics  can 
be  taken  to  march  time. 


A  Manned  of  Physical  Training.  131 


ANVIL  CHORUS. 

This  is  an  exercise,  arranged  with  dumb-bells,  set 
to  the  Anvil  Chorus  from  "II  Trovatore."  The  time 
of  the  music  is  common,  there  being  four  beats  to  the 
measure.  In  the  description  of  the  exercise,  a  count 
and  one  beat  is  the  same. 

I.  Counts  1  and  2,  bells  on  the  hips  (Fig.  113) ;  3  and 
4,  bells  at  the  side  (Fig.  112) ;  1  and  2,  bells  on  chest 
(Fig.  114) ;  3  and  4,  at  the  side  ;  1  and  2,  bells  at  the 
back  (Fig.  117) ;  3  and  4,  at  the  side  ;  1  and  2,  bells  on 
shoulders  (Fig.  115) ;   3  and  4,  at  side.     Kepeat  this 
exercise. 

II.  Counts  1  and  2,  charge  right  foot   diagonally 
forward  ;  3  and  4,  bring  heels  together  and  right  face  ; 
1  and  2,  charge  right  foot  diagonally  back  ;  3  and  4, 
heels  together  and  front  face.    Take  same  exercise  on 
the  left  side.    Repeat  this  exercise.     Keep  the  hands 
on  the  hips. 

III.  Counts  1  and  2,  bring  the  right  foot  back  of  the 
left,  toes  on  the  floor,  heels  up  (see  Fig.  34) ;  on  3  and 
4,  execute  an  about  face  and  bring  the  heels  together. 
Next  four  counts,  execute  another  about  face  to  the 
right,  coming  back  to  the  first  position,  and  drop  the 
bells  to  the  side. 

IV.  Counts  1  and  2,  charge  the  right  foot  diagonally 
forward,  curve   right  arm  over  head,  left  arm  back  of 
the  body  (see  Fig.  132) ;  3  and  4,  come  back  to  posi- 
tion.    Same  attitude  on  the  left  side.     Repeat  this 
exercise. 

V.  On  1  and  2,  right  face  and  bring   bells  to  the 


132 


A  Manual  of  Physical  Training. 


Lips  ;  3  and  4,  front  face,  bells  at  the  side.  Same  on 
left.  On  the  last  count,  bring  the  right  bell  to  the 
right  shoulder,  hold  the  left  bell  shoulder-high  to  the 
front.  This  position  is  seen  in 
Fig.  126,  pupil  on  the  left. 

VI.  Anvil  Strike.— Strike  the  left 
bell  with  the  right,  swing  the  left 
bell  down,  back,  and   around  to 
the  left  shoulder,  while  the  right 
bell  remains  shoulder-high  to  the 
front.     The   position   is   now  the 
same  as  in  the  figure,  except  that 
the  right  hand  is  front  and   the 
left  hand  is  on  the  shoulder.    Con- 
tinue this  striking  exercise  through 
8  counts ;  drop  bells  at  side  on 
the  8th  count. 

VII.  Strike  the  bells  above  the 
head  (Fig.  123)  and  shoulder-high 
in  front,  alternating ;  take  this  for 
8  counts.     Do  not  strike  the  bells 
when  they  are  down. 

VIII.  Strike  the  bells  front  and 
back  below,  8  counts,  which  makes 
16  clicks  with  the  bells. 

IX.  Charge  the  right  foot  diag- 
onally forward  and  strike  the  bells  alum*  the  head; 
come   to   position    ami    strike*,    the    bells    bark    below 
(Fig.   125);  then  strike  front  and  back  below;  same 
on   the   left  side.     Kepeat  this  exercise.     This    will 
make  16  clicks. 


Fio.  132. 
A  simple  attitude. 


A  Manual  of  Physical  Training. 


133 


X.  Interlude. — Counts  1  and  2,  bells  on  the  chest 
(Fig.  114) ;  3  and  4,  bells  OUT  (Fig.  133),  palms  front ; 
5  and  6,  bells  UP  (Fig.  128),- but  do  not  strike  ;  7  and 
8,  bells  FKONT  (Fig.  134) ;  9  and  10,  shoulder-high  to 


FIG.  133. 
Bells  out,  or  shoulder-high  to  the  side. 

the  side  or  OUT  (Fig.  133) ;  11  and  12,  bells  down  (Fig. 
112)  ;  on  count  13,  strike  the  bells  sharply  in  front 
below.  In  this  exercise  the  bells  pass  from  one  posi- 
tion to  another,  but  do  not  come  to  the  chest. 

XI.  Stamping  Motions. — On  1  and  2,  stamp  right  foot 
twice,  gaining  ground  the  length  of  the  foot  on  each 
step ;  on  3,  heels  together,  and  strike  the  bells  smartly 
back  of  the  body.  Take  the  same  exercise  on  the 
left  side. 


134  A  Manual  of  Physical  Training. 

XII.  Finish. — Counts  1  and  2,  strike  bells  in  front  be- 
low ;  3  and  4,  charge  right  foot  diagonally  forward  and 
strike  bells  above  the  heaxl ;  5  and  6,  bring  the  feet  to 
the  position  of  an  officer's  about  face,  the  same  as  in 
exercise  No.  34 ;  same  time,  strike  bells  back  below  ; 
7  and  8,  kneel  right  knee  to  the  floor  and  strike  bells 
over  the  head.  Come  to  the  position  at  a  chord. 

A  special  arrangement  of  the  music  for  the  Anvil 
Chorus  will  be  sent  by  the  author  to  any  address. 

PIZZICATT  CHORUS   (SINGLE  FORM). 

An  arrangement  with  the  durnb-bells  set  to  the 
Pizzicati,  from  the  opera  "Sylvia."  Position,  bells 
at  side. 

I.  Count  1,  right  bell  on  chest;  2,  left  bell  on  the 
chest ;  3,  thrust  the  right  bell  OUT  ;  4,  the  left  bell  ;  5, 
strike  bells  above  the  head  ;  6,  strike  bells  back  below  ; 
7,  front  below  ;    8,  rest  the  bells   at   the   side.     This 
exercise  taken  rapidly  3  times.  (First  striking  motion.) 

II.  Count  1,  stamp  right  foot  diagonally  forward  ;  2, 
click  the  bells  in  front  of  that  leg  ;  3,  bring  the  heels 
together ;  4,  strike  the  bells  back.      Take   the  same 
exercise  on  the  left  side.     (First  stamping  motion.) 

III.  Count  1,  bells  OUT,  palms  of  the  hands  up  ;  2, 
bring  bells  to  shoulder  ;  .'{,  bolls  OUT;  4,  strike  bells  UP; 
5,  bells  OUT;  6,  strike  bells  PBONT  ;  7,  strike  bells  back 
below;  8,  rest  tin- bolls  at  the  si  do.     Take  this  exercise 
three  times.     (Second striking  motion.) 

IV.  Count  1,  stamp  right  foot  diagonally  front;  2, 
heels  together  ;  .'!,  stamp  li-l't  f<><>t  diagonally  forward  ; 
and  4,  heels  together;  on  5,  (>,  and  7,  strike  the  "rata- 


A  Manual  of  Physical  Training.  135 


plan,"  and  rest  the   bells  at  tlie  side  on  8.     (Second 
stamping  motion.) 

The  "  Rataplan"  is  made  by  bending  the  arms  until 
the  fore-arms  are  parallel  to  the  floor  (Fig.  122),  the 
palms  of  the  hands  towards  each  other.  Now,  by 
twisting  both  fore-arms  to  the  left,  the  thumb  end  of 
the  right  bell  will  strike  the  little-finger  end  of  the 
left  bell.  This  takes  one  count.  By  twisting  the 
fore-arms  to  the  right,  the  strike  is  made  with  the  left 
thumb  and  right  little-finger  ends  of  the  bells.  This 
striking  exercise,  kept  up  for  several  counts,  is  called 
the  "  rataplan."  Unless  otherwise  stated,  there  will 
be  but  three  clicks  of  the  bells,  and  the  hands  will 
rest  at  the  side  on  the  4th  or  8th  count. 

V.  On  beats  1  and  2,  take  the  posture  seen  in  Fig. 
132  ;    on  3  and  4,  come  back  to  position.     Take  this 
exercise  3  times,  and  make  the  rataplan  as  described. 

VI.  Take  posture  (see  Fig.  135) ;  on  1  and  2,  charge 
left .  foot  diagonally  back  ;   extend  and   elevate   right 
hand,  palm  down,  left  bell  on  the  hip ;  3  and  4,  come 
back  to  position.     Take  this  position  3  times  and  one 
rataplan  ;  notice,  in  these  postures,  the  position  of  the 
head ;  the  face  is  generally  raised. 

VII.  Counts  1  and  2,  charge  right  foot  to  the  right, 
right  arm  out,  left  arm  up   (right  angle),  look  to  the 
right ;  3  and  4,  come  to  position.    Take  this  exercise  3 
times,  and  make  one  rataplan.     Notice  in  Fig.   136 
the  position  of  the  hands. 

VIII.  The  same  as  exercise  No.  VII,  but  taken  on 
the  left  side. 

IX.  On  1  and  2,  strike  the  bells  once  above  the 


136 


A  Manual  of  Physical  Training. 


head  ;  3  and  4,  strike  the  bells  once  back  below  ;  5  and 
6,  strike  once  front  below  ;  7  and  8,  strike  once  back 
below  again  ;  9  and  10,  strike  the  bells  front ;  counts 


Fio.  135. 
A  simple  attitude. 


Fia.  136. 

Right-angle  motion  combined  with 
the  charge  to  the  right. 


11,  12,  13,  14,  15,  16  are  the  same  as  -3,  4,  5,  6,  7,  8. 
Repeat  this  exercise.  These  32  counts  are  taken  to 
quick  time. 

X.  The    same   as   No.   Ill,   to    slower    time    than 
for  IX. 

XI.  The  same  as  No.  IY. 


A  Manual  of  Physical  Training.  137 

The  music  for  this  arrangement  of  the  dumb-bells 
can  be  had  from  the  author. 

PIZZICATI   CHORUS   (DOUBLE   FORM). 

This  exercise  will  be  found  more  difficult  than  the 
single  form.  It  is  necessary  there  should  be  an  even 
number  of  scholars  in  the  class,  who  are  standing 
upon  footmarks  6  or  7  feet  apart.  We  will  deal  with 
two  lines  only.  Proceed  as  in  the  Single  Form  of 
the  Pizzicati,  up  to  exercise  IV,  when  at  count  1  the 
one  on  the  right  charges  forward  with  the  left  foot,  the 
one  on  the  left  charges  forward  with  the  right  foot. 
(We  shall  speak  of  these  feet  hereafter  as  the  "in- 
side feet;"  of  those  that  remain  in  place  as  the  "out- 
side feet."  In  a  like  manner  we  will  distinguish  the 
arms.) 

Count  2,  strike  the  bells  in  front ;  count  3,  bring  the 
outside  foot  up  to  the  inside  foot ;  count  4,  strike  the 
bells  back  of  the  body ;  make  the  rataplan.  It  will  now 
je  seen  that  the  two  lines  are  brought  closer  together  ; 
if  not  close  enough,  the  first  charge  can  be  made  more 
to  the  left  and  right. 

V.  Take  the  posture  seen  in  Fig.  132,  charging  for- 
ward with  the  inside  foot,  and  curve  the  inside  arm 
over  the  head  3  times  ;  rataplan,  or  take  Fig.  129. 

VI.  Take  the  second  posture  (Fig.  135),  the  two  lines 
charging  away  from  each  other  with  the  outside  foot, 
but  extending  and  elevating  the  inside  arm.     On  the 
last  count,  bring  the  bells  to  the  chest. 

VII.  Make  the  right-angle  motions,  the  lines  charging 
towards  each  other  3  times  ;  one  rataplan.     In  this  ex- 


138  A  Manual  of  Physical  Training. 

ercise,  those  on  the  right  thrust  the  arm  back  of  those 
on  the  left,  but  turn  palm  of  inside  hand  front  (Fig. 
136). 

VIII.  Take  the  right-angle  motions,  the  lines  charging 
away  from  each  other  ;  rataplan.  On  the  4th  count, 
the  lines  face  each  other  and  take  the  position  seen  in 
Fig.  126.  This  striking  motion  has  been  described  in 
the  Anvil  Chorus  ;  but  in  this  case  the  pupil  does  not 
strike  his  own  bell,  but  that  of  his  neighbor.  Take 
this  striking  exercise  8  times  to  rapid  music,  4  counts 
to  each  stroke.  On  the  32d  count,  the  pupils  face 
front,  quickly  step  away  from  each  other  by  a  side  step, 
and  finish  the  series  as  has  been  described  in  the  Sin- 
gle Form. 


CHAPTEE  X. 

CLUB-SWINGING. 

Circles,  short  and  long. 

Directions,  right  and  left,  front  and  back. 

Time,  double,  follow,  reel. 

Location. 

Short  Circles:  1,  shoulder;  2,  lower  front;  3,  lower 
back  ;  4,  overhead.  With  the  arm  extended,  the  short 
circles  can  be  made  head-,  shoulder-,  elbow-,  and  hip- 
high  to  the  sids. 

A  Long  Circle  is  modified  to  a  heart-shaped  circle. 

Complete  Circles  are  combinations  of  short  and  heart- 
shaped  circles. 

Combinations  are  the  result  of  combining  the  different 
varieties  of  complete  circles.  They  are  very  numer- 
ous, and  may  be  made  easy  or  hard. .  In  this  chapter 
we  shall  deal  only  with  the  simple  combinations. 

A  Pass. — When  pupils  are  beginning  their  exercises 
in  club-swinging,  it  is  customary  to  use  but  one  club  ; 
and  that  there  may  be  as  few  stops  as  possible  while 
exercising,  children  should  be  drilled  in  passing  their 
clubs  from  one  hand  to  the  other. 

EXPLANATORY. 

In  plain  club-swinging,  we  make  use  of  but  two 
kinds  of  circles — a  long  or  full-arm,  and  a  short  or 

139 


140  A  Manual  of  Physical  Training. 

wrist,  circle.     All  evolutions  made  by  the  clubs  are 
parts  or  variations  of  these  two. 

The  principal  modification  of  a  long  circle  is  seen 
in  Fig.  137,  where  the  club,  instead  of  continuing  in 


Fio.  187. 

FIG.  137  illustrates  the  single  and  double  heart  shaped  circles  out.  The  club 
at  the  point  A  outlines  the  short  circle  overhead.  Notice  that  the  club  passes  in 
front  of  the  face. 

a  perfect  circle,  is  brought  back  to  the  position  of  rest. 
By  looking  at  the  outline  of  this  turn,  it  resembles 
somewhat  a  heart,  and  is  therefore  appropriately  called 
the  "  heart-shaped  "  circle. 

Until  this  simple  evolution  is  properly  learned,  a 
pupil  cannot  swing  clubs  well.  The  club,  in  going  to 


A  Manual  of  Physical  Training.  141 

the  right,  should  not  swing  to  the  front  or  back  of  the 
shoulder,  but  should  describe  a  circle  passing  through 
the  center  and  to  the  right  of  the  shoulder.  Or,  the 
club  should  swing  along  the  central  line  on  the  body 


FIG.  138. 

FIG.  138  shows  the  first  position  in  club-swinging.    The  outlines  indicate  the 
short  shoulder-circles  out. 

of  the  pupil  standing  to  the  right  of  the  club-swinger. 
This  is  an  important  rule. 

Again,  the  circle  must  be  made  with  the  full  arm, 
and  not  with  the  fore-arm.  It  will  be  seen  that  pupils 
with  close-fitting  waist  garments  resort  to  the  fore-arm 
circles  too  frequently ;  and  while  executing  such  a 


142 


A  Manual  of  Physical  Training. 


circle,  the  elbow   is  only  moved  a  trifle.      Urge   the 
pupils  to  move  their  elbows. 
Long   Circles    and    heart-shaped   circles    are    made 


FIG.  189. 

The  right  hand  Illustrates  a  short  shoulder  circle  to  the  right  back  of  the 
shnuMiT.  The  circle  made  by  the  left  hand  is  the  front  shoulder cin •].-.  en- 
circle in  front  of  the  shoulder  t<.  th«-  left.  It  will  be  easy  to  change  from  one  cir- 
cle to  the  other;  moreover,  it  can  he  quickly  learned  if  the  full  arm  circles  in  the 
reel,  seen  in  Fig.  148,  are  changed  to  wrist  motions  as  shown  in  this  illustration. 


A  Manual  of  Physical  Training. 


143 


to   the   right   and    left;    to   the    FRONT,   and    to   the 
REAR. 

A  Short  Circle  (Fig.  138)  is  much  more  difficult  to 
teach  and  to  learn. 

The  club  is  held  loosely  in  the  hand,  grasped  by 
the  thumb  and  first  two 
fingers.  In  executing  the 
turn,  give  the  arm  as  much 
play  as  it  requires.  Re- 
member, that  in  handling 
clubs,  the  arms  are  not  to 
be  restricted  too  much. 

The  short  circle  back  of 
the  shoulder  is  made  to 
the  right,  or  OUT,  and  re- 
versed (see  Fig.  138).  The 
short  circle  in  front  of  the 
shoulder  is  made  to  the 
right  and  reversed  (Fig. 
139,  left  hand).  The  short 
circles  at  the  shoulder  are 
made  to  the  front  and  re- 
versed, or  to  the  rear  (Fig. 
140). 

These  circles  are  made 
with  both  clubs  going  in  the  same  direction  (Fig.  141), 
or  in  different  directions  (Fig.  138). 

To  teach  a  short  shoulder-circle  in  any  direction,  it 
is  well  to  direct  the  class  to  drop  the  club  one  quarter 
of  a  circle  in  that  direction  16  or  24  times,  until  they 
have  a  definite  idea  of  which  way  it  is  to  go.  The 


FIG.  140. 
A  double  shoulder-circle  to  the  front. 


144 


A  Manual  of  Physical  Training. 


short  shoulder-circle  to  the  front  is  the  easiest  of  this 
class,  and  should  be  taught  first  (Fig.  140).  The  front 
shoulder-circles  to  the  right  or  left  should  be  taught 
last.  They  are  not  easily  mastered.  Short  circles  are 


B 


Fio.  141. 

Fio  141  shows  a  double  shoulder-circle  to  the  right  The  circles  A  and  B  out- 
line the  lower  front  In  this  position  the  arm  is  slightly  bont,  the  hand  being  a 
little  lower  than  the  hip. 

made  at  arm's  length  overhead  (Fig.  137  A\  or  they 
may  be  made  shoulder-high  to  the  side,  DOWN  in  front 
of  the  body  or  "lower  front"  (Fig.  141^4  and  //), 
DOWN  back  of  the  body  or  "  lower  back"  (Fig. 


A  Manual  of  Physical  Training. 


FIG.  142. 

By  following  the  course  of  the  club  in  the  left  hand,  we  trace  the  outline  of  a 
complete  back-circle.  Notice  that  the  palm  of  the  hand  will  point  in  the  direc- 
tion that  the  club  is  going.  The  right-hand  club  goes  in  an  opposite  direction. 

142).      The   last   is  the   most   difficult   of  these   cir- 
cles. 

Circles  are  single  when  made  with  one  club,  or 
double  when  made  with  two.  They  are  made  to  three 
kinds  of  time. 


146  A  Manual  of  Physical  Training. 

Time. 

1.  "  Parallels"  when   the  two  clubs  go   in   similar 
directions  and  keep  the  same  time,  beginning  and  fin- 
ishing together  (Fig.  141). 

2.  "  Follows"  where  one  club  starts  and  the  second 


FIG  148. 

Fio.  148  illustrate*  the  "  reel."  The  outline  of  the  right  club  is  given;  that  of 
the  left  is  the  same,  although  not  shown  in  the  cut.  Both  clubs  are  executing 
the  same  maneuver,  but  the  one  club  is  half  a  circle  ahead  of  the  other  I  n  t  his 
circle  the  rhythm  is  most  even.  The  outline  indicated  by  the  right  hand  is  that 
of  a  complete  shouluer-circle  to  the  right. 


A  Manual  of  Physical  Training. 


147 


\\ 


club  follows,  whether  in  the  same  or  in  different  direc- 
tions. The  clubs  neither  start  nor  finish  at  the  same 
time,  but  one  follows  the  other.  They  are  about  one 
third  of  a  circle  apart 
(Fig.  144). 

3.  "  Eeels"  are  similar 
to  Follows,  but  the  ca- 
dence is  more  even.  The 
clubs  are  one  half  of  a 
circle  apart.  "  Keel,"  as 
a  name,  however,  is  only 
given  to  the  combination 
of  the  complete  shoul- 
der circles  out  and  re- 
versed (Fig.  143). 

With  this  may  be  com- 
bined the  "  overhead," 
the  "  lower  front,"  and 
"back"  circles. 

"The  Eeels"  are  the 
smoothest  of  all  turns 
(Fig.  143)  ;  one  club 
makes  a  short,  while  the 
other  makes  the  heart- 
shaped,  part  of  the  com- 
plete circle. 

Position. — In  every  re- 
spect that  of  a  soldier,  but  the  arms  must  be  flexed, 
the  hands  grasp  the  clubs  not  too  tightly,  the  clubs 
perpendicular  and  about  the  width  of  the  shoulders 
apart.  (See  Fig.  138.) 


FIG.  144. 

FIG.  144  illustrates  "  follow1'  time.  It 
will  be  seen  that  one  club  starts  ahead 
of  the  other.  Both  clubs  do  not  finish 
the  exercise  at  the  same  time,  but  one 
follows  the  other. 


148 


A  Manual  of  Physical  Training. 


A  Long  Circle. — Kaise  the  club,  kept  in  a  vertical 
position,  to  full  arm's  length  above  the  head.  Now, 
without  bending  the  arm  but  a  very  little,  execute  a 
long  circle  to  the  right  or  left,  with  the  shoulder  as  a 
pivot.  This  can  be  taken  any  number  of  times,  the 
club  being  brought  to  position  on  the  last  count. 

A  Double  Long  Circle  is  executed  with  both  clubs  to 
the  right  or  to  the  left. 

A  Double  Outside  Circle  is  executed  by  swinging  the 
right  club  to  the  right,  and  the  left  club  to  the  left, 


Fio.  145. 
A  side  pendulum  from  right  to  left. 


simultaneously.  This  may  be  reversed.  Long  circles 
may  als<>  !><>  executed  to  reel  or  follow  time.  They 
may  be  made  to  the  front  and  rear. 

A  Pendulum  is  half  a  long  circle.     The  clubs  swing 


A  Manual  of  Physical  Training. 


149 


from  right  to  left  and  from  left  to  right,  going  only 
shoulder-high  on  each  side.  Keep  the  shoulders  to  the 
front  (Fig.  145).  The  pendulum  can  be  made  from  front 
to  rear  (Fig.  146). 


FIG.  146. 
A  pendulum  from  front  to  rear. 

Short  Circles — At  the  Shoulder. — A  double  back-circle 
to  the  right  or  left  is  when  both  clubs  swing  back  of 
the  shoulder  to  the  right  or  left  (Fig.  141).  A  double 
circle  to  the  front  is  when  both  clubs  swing  to  the 
front  (Fig.  140).  These  may  be  reversed. 

A  "  Drop  "  circle  to  the  right  is  when  the  shoulders 
are  turned  to  the  right  without  moving  the  feet,  and 
both  clubs  swing  in  that  direction.  This  circle  can 
be  made  shoulder-high,  elbow-high,  and  hip-high  on 
each  side. 


150  A  Manual  of  Physical  Training. 

A  Double  Outside  Circle  is  when  the  right  club  goes 
to  the  right  and  the  left  to  the  left.  This  may  be  re- 
versed. 

A  Double  Short  Circle  in  front  of  the  shoulders,  to  the 
right  or  left,  is  made  by  flexing  the  arms,  palms  of  the 
hands  front,  and  by  making  with  the  hand  and  knob 
of  the  club  a  "  ball-and-socket "  joint,  then"  swinging 
the  clubs  to  the  right  or  left  in  front  of  the  shoulders 
(Fig.  139,  left  hand).  This  is  a  difficult  exercise. 
Teachers  will  notice  the  difference  between  a  front 
shoulder-circle  and  a  circle  to  the  front. 

The  short  circles  at  the  shoulder  can  be  made  to 
double,  follow,  or  reel  time. 

Lower  Front. — The  club  swings  from  position  down 
below  the  waist ;  the  arm  is  stopped  at  the  side,  but 
the  club  continues  its  motion,  and  by  using  the  wrist 
as  a  pivot  a  circle  is  made  as  seen  in  Fig.  141  A  and  B. 
Do  not  grasp  the  club  too  firmly.  After  the  short 
circle  has  been  made,  continue  with  a  heart-shaped 
circle,  and  come  back  to  position  or  make  a  pendulum 
to  the  left.  Swing  back  to  the  right  and  reverse  the 
lower  front.  The  double  lower  front  can  be  made  to 
the  right  or  left.  These  circles  can  be  made  to  reel 
or  follow  time. 

Lower  Back. — These  are  considered  the  most  diffi- 
cult of  all  circles.  They  should  not  be  taught  until 
the  other  circles  are  learned.  As  in  the  lower  front, 
swing  the  club  from  position  doivn,  stop  the  arm 
partly  bent,  at  the  side,  but  permit  the  club  to  make 
a  short  circle  back  of  tin-  body  ;  \\licii  finished,  bring 
the  club  to  the  front  and  continue  with  a  %full  circle, 


A  Manual  of  Physical  Training.  151 

or  make  a, pendulum  and  reverse  the  lower  back.  In 
this  circle  the  palm  of  the  hand  should  face  the  way 
the  club  turns.  The  arm  should  be  bent  to  such 
a  degree  that  the  end  of  the  club  is  seen  above  the 
shoulder.  The  club  does  not  pass  betiveen  the  arm 
and  back  in  this  circle.  The  circles  can  be  single 
or  double,  outside  and  reversed,  to  follow  and  reel 
time. 

Overhead. — Make  a  long  circle,  but  when  the  arm 
is  up  stop  it,  and  let  the  club  continue  until  it  com- 
pletes the  short  circle  over  the  head.  The  knob  of 
the  club  and  the  thumb  and  first  two  fingers  make  a 
"  ball-and-socket  "  joint.  Much  practice  is  required  to 
make  good  overhead  circles.  They  are  made  in  the 
same  direction  and  to  the  same  time  as  other  short 
circles.  (See  Fig.  137  A.) 

Complete  Circles  are  made  by  combining  long  and 
short  or  "  heart-shaped  "  and  short  circles.  The  de- 
scription of  the  following  complete  circles  will  apply 
to  any  complete  circles. 

A  complete  back  shoulder-circle  to  the  right  is 
made  by  a  heart-shaped  circle  to  the  right,  and 
without  a  stop,  executing  a  short  shoulder-circle 
to  the  right  in  combination.  This  may  be  reversed. 
(Fig.  143.) 

These  circles  may  be  single  or  double,  outside  or 
reverse.  The  complete  circle  at  the  shoulder  can  be 
made  to  the  front  or  rear  (Fig.  147).  Complete  circles 
in  front  of  the  shoulders  are  made  and  executed  on 
the  same  principle  as  the  complete  back  shoulder-cir- 
cles. 


152 


A  Manual  of  Physical  Training. 


The  following  complete  circles  will  be  understood 
by  referring  to  the  figures  : 

A  complete  lower-front  (Fig.  141  A). 
A  complete  lower-back  (Fig.  142). 
A  complete  overhead  (Fig.  137  A). 


Fio.  147. 

Fio.  147  inu8trate«  a  reel  combination  of  the  shoulder-circles  to  the  front    The 
outline  followed  by  the  club  A  is  that  of  a  complete  shoulder  circle  to  the  front. 

A  few  exercises  with  the  clubs  that  cannot  be  classi- 
fied under  the  circles  already  described : 


A  Manual  of  Physical  Training. 


153 


1st.  Overhead  parallels. 
2J.  Drops. 
3d.  Raises. 

4 th.  Horizontal  circles. 

The  Overhead  Parallel  is  made  by  swinging  the  club 
from  position  out  to  the  right,  down  in  front  and  up 


FIG.  148. 

FIG.  148  represents  the  double  overhead  parallel.  Notice  that  the  club  over- 
head drops  back  of  the  body  while  the  extended  club  makes  a  pendulum  to  the 
opposite  side. 

over  the  head  until  it  is  parallel  to  the  floor.     (See 
Fig.  148.)     It  is  then  dropped  down  back  of  the  head, 


154 


A  Manual  of  Physical  Training. 


passes  the  shoulders,  and  extended  full  arm's  length 
to  the  right,  where  it  is  again  parallel  to  the  floor. 
(See  left  hand,  Fig.  148.)  From  this  position  repeat 


Fio.  149. 

Fto.  149  is  the  start  for  drop-circle;  both  shoulders  turn  to  the  left,  both  clubs 
point  the  same  way.  After  the  short  circles  make  a  pendulum  and  swing  to  the 
right,  and  take  the  same  on  that  side. 

the  exercise.  When  taken  with  both  clubs,  the  club 
above  the  head  and  that  at  arm's  length  are  both  par- 
allel to  the  floor  at  the  same  time.  The  overhead 
club  is  dropped  back  of  the  head  as  the  extended  club 
makes  the  pendulum  part  of  the  swing. 


A  Manual  of  Physical  Training. 


155 


Keverse. — The  extended  arm,  instead  of  swinging  in 
front  of  the  body,  is  brought  back  of  the  shoulder  by 
flexing  the  arm,  and  passed  up  and  over  the  head  and 
then  dropped  down  in  front 
and  out  to  extended  position. 

The  Drop  is  a  combination 
of  the  pendulum  and  a  double 
shoulder-circle  to  the  right 
and  left.  Start  from  posi- 
tion, turn  the  shoulders  to 
right  or  left,  make  a  double 
shoulder-circle  to  the  right 
or  left  (Fig.  149),  then  a  pen- 
dulum to  the  right  or  left; 
stop  the  clubs  when  extend- 
ed arm's  length  to  the  left, 
and  when  parallel  to  the 
floor.  From  this  position 
make  a  double  short  circle 
to  the  left  (Fig.  149),  then  a 
pendulum,  and  back  to  the 
right. 

In  this  exercise  do  not 
move  the  feet. 

A  Raise. — It  will  be  noticed  that  in  the  drop,  when 
the  clubs  are  parallel  to  the  floor,  the  ends  drop  or 
swing  down  (Fig.  149).  Now  instead  of  dropping  the 
ends  of  the  clubs,  raise  them  and  reverse  the  drop  by 
making  a  short  circle  in  the  opposite  direction  (Fig. 
150).  When  the  circle  is  finished  "the  clubs  are  in 
starting  position  (parallel  to  the  floor).  Now  make  the 


FIG.  150. 

FIG.  150  is  the  reverse  of  Fig. 
148.  It  will  be  seen  that  the  clubs, 
instead  of  dropping  to  are  raised 
from  the  floor,  going  in  the  direc- 
tion of  the  arrow.  After  finishing 
the  circle,  make  a  pendulum  and 
execute  the  same  on  the  right  side. 


156 


A  Manual  of  Physical  Training. 


pendulum  to  the  right  (or  left),  and  take  the  same  on 
that  side. 

The  Inside  Raise  and  Inside  Drop  are  made  by  letting 
the  clubs  swing  inside  of  the  arms  and  not  outside. 

A   Horizontal    Cir- 
cle (on  the  right). — 
Swing  the  clubs  up 
to  the  drop  position 
on   the   right.     In- 
stead   of   executing 
a  raise  or  drop,  the  points  of  the 
clubs  pass  away  from  each  other 
and  execute  short  wrist-circles  par- 
allel to  the  floor.     (See  Fig.  151.) 
Next  make  a  pendulum  and  take 
the  same  on  the  left.     The  short 
part  of  this  circle  can  be  reversed. 
A  very  pretty  combination  of  this 
circle  is  seen  in  Fig.  152.     Shoul- 
ders front.     The  right  arm  extend- 
ed across  in  front  of  the  body  to 
the  left,  club  parallel  to  the  floor. 
Now  swing  the  arm  from  left  to 
right,  keeping  the  hand  shoulder- 
high  ;  at  the  same  time  make  a  sin- 
gle horizontal   circle.     This  circle 
can  be  made  with  both  hands  go- 
ing from   right   to  left  or   left  to 
right,  but  in  both  cases  in  the  hori- 
zontal circles,  the  ends  of  the  clubs 
swing   front.     The    circle   can    be 
made  to  reel  time. 


Fio  151. 

Fio.  151  represents  side 
or  horizontal  circles.  In 
the  starting  position  the 
clubs  point  out,  and  are 
parallel  to  the  floor.  The 
points  of  the  clubs  para 
away  from  each  other, 
back  and  roll  over  the 
fore  arms  as  shown  by  the 
arrow.  After  this  execute 
a  pendulum,  and  tnk«  ihr 
same  on  the  other  side. 


A  Manual  of  Physical  Training. 


157 


A  SERIES  FOR   BEGINNERS. 


The  author  gives  this  series  to  children  between  the 
ages  of  6  and  8  years,  after  they  have  been  drilled 
in  the  Second  Series  with  the  bells.  Position,  see 
Fig.  138.  Music,  waltz  time. 


Fia.  152. 

FIG.  152  shows  a  combination  of  the  horizontal  circles;  the  right  hand  follows 
the  outline  indicated  by  the  arrows,  while  the  left  hand  is  supposed  to  have  fin- 
ished the  same  circle,  and  is  making  a  pendulum  motion  to  the  right  side  to  a 
position  similar  to  that  held  by  the  right  hand.  The  right  hand,  after  executing 
the  side  circle,  makes  a  pendulum. 

1.  Heart-shaped  circle  with  right  hand  to  the  right 
4  times. 

2.  Reverse  4  times  ;  pass. 

3.  Same  exercises  with  the  left  hand,  and  pass. 


158  A  Manual  of  Physical  Training. 

4.  Pendulum  from  left  to  right  16  times.     On  the 
16th  count,  stop  the  club  at  the  side. 

5.  Pendulum  from  front  to  rear  16  times,  and  pass. 

6.  Take  the  pendulum  exercises  with  the  left  hand 
in  the  same  manner,  and  pass  the  club  back  ;  bring  to 
position. 

7.  Make  a  quarter  of  a  short  shoulder- circle  to  the 
front  8  times  and  to  the  right  8  times;  pass  to  left 
hand  and  take  the  same  exercise  ;  pass. 

8.  Make  short   shoulder-circles   to  the   front,  and 
pass  ;  take  the  same  with  the  left  hand. 

9.  Drill  the  pupils  on  the  first  complete  shoulder- 
circle  in  club-swinging. 

CLUBS. 
FIKST  SEKIES.    WALTZ,  OR  MARCH  TIME. 

For  position,  see  Fig.  138. 

1.  Right  club,  heart-shaped  circle   to  the  right   8 
times  (Fig.  137,  left  hand). 

2.  Left  club  to  the  left  8  times. 

3.  Eight  club  to  the  left  8  times. 

4.  Left  club  to  the  right  8  times. 

5.  Double  heart-shaped  circle  to  the  right  8  times, 
and  reverse  8  times. 

6.  Short  shoulder-circle  to  the  right  with  the  right 
club  (Fig.  138). 

7.  Short  shoulder-circle  with   the  left  club  to  the 
left  8  times  (Fig.  138). 

8.  Keverse  right    club  8  times;   reverse   left   club 
8  times. 


A  Manual  of  Physical  Training. 


159 


9.  Eight  club,  complete  shoulder-circle  to  the  right 
8  times  (Fig.  143). 

10.  Left  club,  complete  shoulder-circle  to  the  left  8 
times. 

11.  Eeverse  Nos.  9  and  10,  8  times  each. 

12.  Eight  club    lower  front    and  reverse,  combine 
with  the  pendulum  ;  on  the 

8th  count,  stop  the  club  at 
the  side. 

13.  Left  hand  lower  front 
and  reverse  8  times  ;  on  8th 
count,  make  a  double  pendu- 
lum from  left  to  right ;  on 
the  next  8th  count,  make  an 
overhead  parallel  (Fig.  148) 
with  the  right  club  ;  on  8th 
count  again,  bring  the  right 
club  to  the   side   and  raise 
the  left  club  shoulder-high 
to    the    left;    with   the   left 
club,    make     the    overhead 
parallel  7  times  ;  on  the  8th 
count,  bring  both  clubs  to 
position.      Make    the    drop 
circle     combined    with     the 
pendulum  8  times ;   on  the 

8th  count,  make  a  half-pendulum  and  bring  the  clubs 
to  position  (Fig.  138). 

Make  8  double  short  shoulder-circles  to  the  front 
(Fig.  140),  and  catch  the  clubs  under  the  arms  on  the 
4th  count  (see  Fig.  154). 


FIG.  158. 

FIG.  153  illustrates  the  method 
of  passing  the  hands  in  a  double 
outside  heart-shaped  circle. 


160 


A  Manual  of  Physical  Training. 


In  this  series,  the  heart-shaped  circles  and  the 
shoulder  circles  can  be  alternated. 

Series  1,  2,  and  3  are  arranged  for  music.  This  will 
account  for  certain  irregularities  in  the  number  of 
times  the  exercises  are  taken. 

SECOND    SERIES.       WALTZ     OB     MARCH 
TIME. 

(Waltz    time    per fer able.)      For 
position,  see  Fig.  138. 

1.  Double    heart-shaped    circle 
out  4  times,  reverse  4  times  (Fig. 
153  shows  method  of  passing  the 
hands). 

2.  Short  shoulder-circle  out  with 
the  right  club ;  at  the  same  time 
make    a   heart-shaped    circle    out 
with  the  left  hand  2  times. 

3.  Same  as  No.  2,  but  left  hand 
makes    short    circle,    right    hand 
makes   heart-shaped    circle.     (Re- 
peat exercises  Nos.  2  and  3.) 

4  Take  the  reel  8  counts  (Fig. 
143). 

5.  A  drop  circle  twice  on  each 
(Fig.  149).  Raise  circle  twice  on 
each  side  (Fig.  150).  Inside  drop 
twice  on  each  side  (Fig.  155).  Parallel  circle  once  on  the 
right,  once  on  the  left  (Fig.  151),  once  more  on  the 
right,  then  a  complete  pendulum  from  left  to  right, 
and  bring  the  clubs  to  position. 


FIG.  164. 

Fio.  154  illustrates  a 
"catch"  or  finish. 


A  Manual  of  Physical  Training. 


161 


6.  Make  a  "  6-circle 
parallel,"   —  that  is,  a 
double  short  circle  to 
the  right, — one  shoul- 
der-high,  one   elbow  - 
high,  one  double  low- 
er front,  one  raise  cir- 
cle elbow-high  on  the 
left,  one  shoulder-high 

on  the  left,  and  one  double  back 
shoulder-circle. 

7.  Make  a  "  7-circle  parallel, 
same   as    6-circle   parallel   with 
this  exception :  there  is  one  ex- 
tra circle  made  on  the  right. 

8.  Make  a  drop  circle  on  the 
right,  a  raise  circle  on  the  left, 
an  inside   drop  on   the  right,  a 
parallel  circle  on  the  left,  a  drop 
on  the  right ;  from  this  swing  to 
a  reel,  which  is  taken  4  times. 

9.  A  reel  and  lower  front  com- 
bination 4  times.     This  is  made 
by  making  two  short  shoulder- 
circles  out  with  the  right  hand, 
while   the  left  hand  makes  the 
lower  front. 

10.  Double    short    shoulder- 
circles  to  the  front,  out,  and  in- 
side the  arm,  and  catch  the  clubs  on  the  8th  count 
(Fig.  154). 


FIG.  155. 

Fia.  155.— An  inside  raise 
The  clubs  are  held  nearly 
parallel  to  the  floor.  The 
points  or  ends  are  raised,, 
and  pass  inside  of  the  arm 
following  the  arrow  A.  If 
the  clubs  follow  the  arrow 
B,  an  inside  drop  would  be 
made. 


162  A  Manual  of  Physical  Training. 

THIRD    SERIES.      WALTZ    TIME. 

Position,  see  Fig.  138. 

1.  Heel ;  4  times. 

2.  Reel  and  lower  front ;   4  times. 

3.  Heel  and  high  side  circles.     This  is  the  same  as 
the  2d   exercise,  with   the  exception  that,  instead   of 
making  the  lower  front  circle,  the  club  swings  up  and 
the  circle  is  made  on  the  opposite  side  of  the  body, 
shoulder-high. 

4.  Reel  and  combination  of   one  lower   front,  one 
circle  elbow-high  on   left,  and  one  shoulder-high  on 
the  left.     While  the  right  hand  is  making  these  three 
circles  in  front  of  the  body,  the  left  hand  makes  three 
shoulder  circles  to  the  left.     This  combination  is  made 
3  times  ;  on  the  4th  count,  make  one  drop  circle  on  the 
left;  and   from   this   swing   to  the   double   overhead 
parallel  (Fig.  148),  which  is  taken  7  times  ;  on  the  8th 
count,  come  to  position. 

5.  Short  reel,  same  as  No.  1,  but  the  hands  do  not 
go  lower  than  the  shoulders.    (See  Fig.  139.)   Position 
on  the  8th  count. 

6.  Make  a  half  outside  drop,  a  half  inside  drop,  one 
full  outside  drop,  pendulum,  and  same  on  the  left ;  4 
times. 

7.  From  the  left  side  swing  across  to  the  right  side 
and  begin  the  double  parallel  circles  across  the  front 
of  the  body,  first  with  the  right  and  then  with  the  left. 
(See  Fig.  152.)     On  the  8th  count  come  to  position. 

8.  Double  lower  back  and  reverse ;  4  times  (Fig. 
142). 


A  Manual  of  Physical  Training.  163 

9.  Double  lower  back  combined  with  double  lower 
front,  from  right  to  left  and  from  left  to  right ;  4  times. 

10.  "The  Divide."— The  left  club   makes  a  lower 
front,  while  the  right  club  makes  a  lower  back  ;  without 
stopping,  make  a  lower  back  with  the  left  hand  and  a 
lower  front  with  the  right  hand,  and  swing  the  clubs 
up  to  the  left  side  shoulder-high.     Eeverse  this  exer- 
cise.    Take  4  times. 


CHAPTER  XI. 

POLE  EXERCISES. 

THESE  are  made  with  light  pine  poles  from  8  to  12 
feet  in  length  and  from  one  to  one  and  a  quarter  inches 
in  diameter.  They  can  be  easily  made  by  a  carpenter 
and  at  a  small  cost.  It  is  not  even  necessary  that  the 
poles  be  round.  If  they  are  square  with  the  corners 
rounded  enough  to  prevent  the  wood  cutting  the  hands 
it  will  be  sufficient.  Long  brush  poles  can  be  pur- 
chased at  hardware  stores  at  from  10  to  20  cents  apiece. 
For  exhibition  work  these  poles  can  be  covered  with 
silesia  of  different  colors,  or  they  can  be  adorned  with 
ribbons.  The  author  does  not  recommend  this  exercise 
for  large  classes  unless  the  teacher  is  a  first-class  dis- 
ciplinarian. To  make  the  work  a  success,  it  is  neces- 
sary the  scholars  be  of  nearly  the  same  height.  The 
poles  may  be  suspended  along  the  sides  of  the  room 
2  to  3  feet  from  the  floor.  When  the  time  comes  for 
this  exercise  the  class  is  formed  into  1  or  2  long  lines  ; 
they  are  then  marched  to  their  different  positions  on 
the  floor,  the  shorter  members  of  the  class  being  at  the 
head  of  the  lines,  which  stand  from  front  to  back  and 
which  are  made  up  of  from  8  to  12  pupils.  After  the 
various  lines  are  formed,  the  monitors,  who  have  been 
specially  drilled  for  this  purpose,  bring  and  place  the 

164 


A  Manual  of  Physical  Training.  1(55 

poles  alongside  of  the  lines,  one  on  the  right  and  one 
on  the  left,  about  6  inches  from  the  feet.  At  a  chord 
the  pupils  stoop  down,  grasp  the  poles  and  come 
back  to  position.  The  first  time  the  exercise  is  taken 
the  poles  can  be  placed  on  the  floor  and  in  position 
before  the  motions  are  begun.  It  will  then  be  much 
easier  for  the  different  files  to  march  to  their  places, 


FIG.  156. 
Pole  shoulder-high  to  the  right,  stepping  motion  with  the  right  foot. 

but  after  this  it  will  be  better  for  the  poles  to  be  han- 
dled by  monitors.  The  exercises  are  taken  to  waltz 
time. 

I.  Step  right   foot   to    the   right    and    swing    pole 
shoulder-high  to  the  right  8  times,  same  on  left  side. 
(Fig.  156.) 

II.  On  count  1,  raise  and  lower  the  body  on  the  toes  ; 


166 


A  Manual  of  Physical  Training. 


count  2,  swing  the  poles  up  and  lower  to   side  ;  16 
counts  (Fig.  157). 

III.  Raise  the  right  pole  our;  from  this  position 
swing  pole  to  the  front,  swing  back  to  first  position, 
pole  DOWN  ;  this  will  take  4  counts.  Take  the  same 
exercise  on  the  left  side. 


Fio.  157.— Poles  up. 

A  stepping  motion  of  the  right  foot  to  the  right, 
from  there  to  the  front,  from  there  to  the  right  again, 
and  heels  t<>g««ther,  can  be  combined  with  the  arm 
motion. 

IV.  Take  the  arm  motions  with  both  arms  as  in 
No.  III. 


A  Manual  of  Physical  Training.  167 


168 


A  Manual  of  Physical  Training. 


V.  Left  hand  on  the  hip,  charge  to  the  right,  the 
right  hand  up  ;  same  to  the  left ;  8  times.     If  in  this 
exercise  there  is  an  even  number  on  lines,  then  have 
two  lines  charge  towards  each  other  for  4  counts,  and 
away  from  each  other  for  4  counts  (Fig.  158). 

VI.  Count  1,  take  position  as  in  exercise  I ;  2,  charge 
the  right  foot  diagonally  back,  swing  right  hand  diag- 


Fio.  169. 
Swaying  motion  to  the  rierht. 

onallyback  shoulder-high,  look  in  tho  same  direction; 
3,  come  back  to  position  1  ;  4,  hands  DOWN,  heels 
together. 

VII.  Charge  right  foot  to  the  right,  raise  right  hand 
diagonally  out  and  up,  l<-t't  hand  hip-high  to  the  left 
(Fig.  159)  ;  now  sway  the  body  from  right  to  left,  at  the 
same  time  lowering  the  right  and  raising  the  left  hand. 


A  Manual  of  Physical   Training. 


169 


Sway  body  from  right  to  left  for  7  counts,  coming  to 
position  on  8.  Take  the  same  exercise  on  the  left  side. 
VIII.  The  two  lines  charge  away  from  each  other 
as  in  exercise  V.  This  position  they  hold  for  8  counts, 
then  the  two  lines  turn  on  the  balls  of  both  £eet,  kneel 


FIG.  160. 
Right-angle  charge  to  the  right. 

and  touch  the  outside  knee  to  the  floor,  outside  hand 
on  the  hip,  inside  arm  up,  face  slightly  raised  (Fig.  161). 
The  poles  can  be  brought  to  the  shoulders  ;  and  by 
changing  the  position  of  the  hands,  or  the  "hold," 
many  motions,  such  as  charging,  right  angles  (Fig.  160), 
thrusting,  swinging,  etc.,  can  be  taken  from  this  posi- 
tion. A  line  of  pupils  can  work  with  a  single  pole, 


170 


A  Manual  of  Physical  Training. 


grasping  it  with  both  hands,  in  which  case  many  of 
the  exercises  already  described  can  be  given.  The 
teachor  must  not  forget  the  difference  between  a 
"  line"  and  a  "  file"  of  pupils. 


Fio.  161. 
A  simple  posture. 


Fig.  161  represents  the  pupils  on  the   left  in   Fig. 
158  if  they  execute  the  maneuver  described  in  YIII. 


CHAPTEK  XII. 

SCHOOL  FENCING. 

THE  short  sticks  used  for  the  three  series  with  the 
wands  will  do  for  these  fencing  exercises.  In  this  as 
in  other  maneuvers  the  work  is  arranged  for  pupils, 
and  will  not  therefore  conform  to  the  rules  that  may 
govern  any  particular  system  of  fencing. 

Pupils  should  be  taught  the  position  of  "  on  guard " 
first  without  holding  the  stick  or  sword.  From  the 
position  of  attention  pupils  left  oblique  face,  or  half 
face  to  the  left,  and  turn  the  feet  to  an  angle  of  90 
instead  of  60  degrees ;  thus  forming  a  right  angle,  the 
right  foot  pointing  to  the  front  and  the  left  foot  to  the 
left. 

Best  the  back  of  the  left  hand  on  the  hip  (see  Fig. 
162),  lower  the  body  about  six  inches  by  bending  both 
knees,  but  keep  the  heels  together.  Slide  the  right 
foot  front  twice  its  length,  the  feet  preserving  their 
angle  of  90  degrees.  Both  feet  are  on  the  same  line, 
or  if  the  boards  of  the  floor  run  from  front  to  rear 
both  heels  are  on  the  same  board.  Both  knees  are 
bent.  The  weight  of  the  body  rests  more  on  the  left 

171 


172 


A  Manual  of  Physical  Training. 


than  on  the  right  leg.  Raise  the  right  arm,  nearly 
half  bent,  to  the  front  until  the  hand  is  chest-high, 
palm  of  the  hand  up  (Fig.  162).  Face  front. 

The  fact  has  been  emphasized  that  the  right  foot 
points  front  and  the  right  arm  is  to  the  front.     This 


Fio.  162. 
On  guard. 


is  done  because  the  shoulders  are  at  a  left  oblique, 
and  the  inclination  is  to  point  the  sword  in  the  same 
direction.  By  referring  to  the  figure  the  correct  posi- 
tion of  "  on  guard  "  will  be  seen. 


A  Manual  of  Physical  Training. 


173 


Teach  pupils  to  take  the  position  in  several  move- 
ments as  described,  then  direct  them  to  take  it  in  one 
movement.  When  this  is  learned  give  them  the  sword. 
This  is  first  held  at  "carry  arms"  or,  better,  "carry 


FIG.  163. 
Left  cheek  blow  and  guard. 


swords."  When  in  position  the  sword  points  to  the 
front  (not  left  oblique).  The  point  of  the  sword  is 
at  the  height  of  the  eye. 

Teachers  will  find  that  younger  pupils  and  girls  can- 


174 


A  Manned  of  Physical  Training. 


not  hold  the  position  seen  in  Fig.  162,  as  it  soon 
fatigues  them.  They  can  hold  a  position  similar  to 
that  of  "  charge  bayonets"  with  the  right  foot  front, 
right  knee  slightly  bent,  left  leg 
back  and  straight.  After  pupils 


FIG.  164 
Rif?bt  chee 


Fio.  165. 
Left  shoulder  puord. 


have  mastered  the  position,  drill  them  in  "swaying. 
They  are  now  ready  for  the  blows  and  guards. 
There  are  seven  of  each : 


A  Manual  of  Physical  Training.  175 

1.  Head  Guard. — The  sword  is  held  parallel  to  the 
floor,  8  inches  above  and  in  front  of  the  head. 

2.  Left  Cheek  Guard. — Eight  hand  shoulder-high  on 
the  left.     Sword  perpendicular,  but  in  front  as  well  as 
to  the  left  of  the  face.     (See  right-hand  figure,  No. 
163.) 

3.  Right  Cheek  Guard. — Eight  hand  shoulder-high  to 
the  front,  sword  perpendicular,  but  to  the  front  as 
well  as  to  the  right  of  the  face  (Fig.  164). 

4.  Left  Shoulder  Guard. — Same  as  left  cheek,  but  the 
hand   is  held   to   the   left    a    little  higher  than  the 
elbow.     The  left  shoulder  is  thrown  well  back  in  this 
guard  (Fig.  165). 

5.  Right  Shoulder  Guard. — Same  as  right  cheek,  but 
the  hand  is  elbow-high  to  the  front  and  right  of  the 
shoulder  (Fig.  166). 

6.  Left  Lower  Guard. — Swing  the  sword  down  across 
the  right  knee  and  over  to  the  left  side ;  the  hand  is 
hip-high,  thumb  to  the  front.     The  point  of  the  sword 
is  down. 

The  sword  to  the  left  as  well  as  to  the  front  of  the 
left  thigh. 

7.  Right  Lower  Guard. — Same  as  on  the  left,  but  the 
sword  is   to  the    right  and   front  of  the  right  thigh. 
The  back  of  the  hand  is  front  (Fig.  167). 

Blows. — If  two  pupils  are  facing  each  other,  and  in 
position,  the — 

1st  blow  will  be  aimed  at  the  top  of  the  head ; 
2d,  at  the  left  cheek ; 
3d,  at  the  right  cheek  ; 
4th,  at  the  left  shoulder ; 


176 


A  Manual  of  Physical  Training. 


5tk,  at  the  right  shoulder ; 
6th,  at  the  middle  of  the  left  thigh ; 
7th,  at  the  middle  of  the  right  thigh. 
These   blows  are  warded   off  by  a 
guard  of  the  corresponding  number. 

When  striking  a  blow,  sway  forward  ; 
then  come  back  to  the  position,  the 
sword  always  on  the  right. 

When  guarding,  keep  the  body  still, 
using  only  the  arm.  After  the  pupils 
have  been  thoroughly  drilled  in  the 
position  and  guards,  they  are  then 
formed  in  "  twos." 

At  the  command  "Take  your  dis- 
tance," they  step  away  from  and  face 
each  other.  Each  pupil 
places  the  point  of  his 
sword  against  the  waist 
of  his  neighbor  and  the 
handle  against  his  own 
waist. 

The  sword  is  held  in 
the  right  hand,  the  left  arm  is  at  the 
side.  Heels  together. 

At  command  "Take  your  position," 
the  pupils  take  the  position  of  "on 
guard  "  (Fig.  162),  swords  crossed. 

For  practice,  let  No.  1  give  the  head 
blow  8  times,  while  No.  2  guards ; 
between  the  blows,  come  to  position, 
clicking  the  swords  lightly.  Next,  No.  2 


Fio.  166. 

Right  shoulder 

guard. 


Fio.  167. 

KiKht  lower 

guard. 


A  Manual  of  Physical  Training. 


177 


strikes  while  No.  1  guards.     And  in  the  same  manner 
teach  the  various  blows. 
It  will  be  more  difficult 
to  teach  blows  6  and  7 
than  the  others. 

After  pupils  have 
learned  to  give  each 
blow  8  times,  they  can 
give  four,  then  two 
blows,  and  finally  one. 

The  exercise  can  also 
be  given  without  coming 
to  position  each  time. 

The  one  who  guards 
can  also  strike  imme- 
diately at  his  opponent. 
This  is  done  in  Lunging. 

Lunging.  —  From  on 
guard,  No.  1  lunges  for- 
ward and  gives  a  blow. 
No.  2  steps  the  right 

foot  back  of  the  left,  and  guards.  Without  coming 
to  position,  No.  2  will  lunge  and  No.  1  will  step  back. 
Seven  blows  can  be  given  in  this  manner. 

By  referring  to  Fig.  173,  a  correct  idea  can  be  had 
of  the  lunge  and  guard. 

It    is    not    expected    that    girls   will   take   a   full 
lunge  while  in  ordinary  costume. 

This  arrangement  of  fencing  is  more  like  the  broad- 
sword than  the  foil  exercise.     All  thrusting  motions 


FIG  168. 
Lowering  the  sword. 


178 


A  Manual  of  Physical  Training. 


should  be  avoided.      A  little   care   on  the  teacher's 

part    will    prevent     ac- 
cidents. 

Salutes. — A  short  sa- 
lute to  the  opponent  at 
the  beginning  and  end 
of  the  "bout"  is  de- 
scribed. 

1.  Form  Twos.  —  Half 
face  to  the  left  and  low- 
er the  sword.     The  half 
face  has  been  described. 
To     lower     the     sword, 
which    is     at     "  carry," 
drop  the  point  down  un- 
til  the   sword  and   arm 
are    in    the    same   line. 
The  hand  is  hip-high  to 
the  front,  arm  rigid.  (See 
Fig.  168.) 

2.  Elevate  the  sword. 
Swing  the   point  of  the 
sword   up   to    the  front 
until  the  sword  and  arm 
are  in  the  same  line,  the 

hand  a  little  higher  than  the  head.     (See  Fig.  169.) 

3.  Pass  to  a  Guard.  From  an  "  elevate  "  bring  the 
sword  down  in  front,  both  arms  slightly  curved.  The 
back  of  the  left  hand  may  be  above  the  stick,  which 
rests  between  the  knuckles  of  the  second  and  third 
fingers  (see  Fig.  170),  or  it  may  be  grasped  by  the 


FIG.  169. 
Elevate  the  sword. 


A  Manual  of  Physical  Training. 


179 


left  hand  as  when  DOWN.  Now  raise  the  sword  up  as 
in  Fig.  171,  and  from  this  position  come  to  "  on  guard.'* 
(See  Fig.  162.) 

4.  Pass  to  a  Salute.     Proceed  as  in  "  passing  to  a 
guard"  until  the  sword  is  up.    Then  bring 
the  sword  to  the 
position   seen    in 


FIG.  170. 
Sword  down 


FIG.  171. 
Sword  up. 


Fig.  172.  Now  swing  the  sword  down  to  the  right, 
next  back  to  the  position  in  Fig.  172  ;  from  here  either 
assume  "  on  guard  "  or  "  carry  arms."  These  ma- 
neuvers can  be  done  to  march,  waltz,  or  polka  time. 


180  A  Maniial  of  Physical  Training. 

A  Regular  Series. 

We  shall  deal  only  with  a  "  two."  The  pupil  on  the 
right  is  No.  1.  The  pupil  on  the  left  is  No.  2.  Swords 
at  "  carry  arms."  At  a  chord,  "  Take  distance." 

With  the  beginning  of  the  music. — 

Swords  down,  4  counts  (Fig.  170) ; 

Swords  up,  4  counts  (Fig.  171) ; 

Lower  swords,  4  counts  (Fig.  168) ; 

Elevate  swords,  4  counts  (Fig.  169) ; 

On  guard,  but  cross  swords  below  on  the  lelt  side, 
4  counts ; 

Cross  swords  below  on  the  right  side,  4  counts  ; 

Cross  swords  above  (position  for  fencing),  4  counts ; 

Heels  together  and  "  face  salute,"  1  count  (Fig.  172) ; 

Swing  sword  down  to  right,  1  count ; 

Face  salute,  1  count ; 

"On  guard,"  1  count  (Fig.  162). 

The  last  four  movements  are  quickly  made,  as  but 
one  count  is  allowed  for  each. 

This  finishes  the  short  salute  to  partners,  and  leaves 
both  pupils  on  guard  ready  for  fencing.  No.  1  strikes 
the  first  blow  2  times.  Then  No.  2  does  the  same. 
In  a  like  manner  the  seven  blows  are  given,  swords 
coming  to  position  between  each  blow.  This  makes 
a  round  of  two  blows  each. 

Next,  No.  1  strikes  the  first  blow  once,  and  No.  2 
does  the  same.  Continue  through  the  seven  blows  in 
a  similar  manner.  This  is  a  round  of  one  blow  each. 

Repeat  the  round  of  one  blow.  The  striking  exer- 
cises so  far  have  taken  7  measures  of  music  of  16 
counts  each. 


A  Manual  of  Physical  Training. 


181 


Lunges. — Do  not  come  to  position  between  the 
lunges.  No.  1  lunges  and  strikes  the  head  blow ;  he 
holds  this  position  for  4  counts.  Then  No.  2  gives 
the  head  blow,  and  holds  the  position  for  4  counts.  In 
this  way  proceed  with  5  blows,  omitting  those  at  the 


FIG.  173. 
Right  lower  guard  and  step  back.    In  this  cut  the  left-hand  figure  lunges. 

cheek.  The  last  lunge  will  be  made  by  No.  2,  the 
strike  and  guard  being  at  the  right  thigh,  after  which 
there  will  be  left  but  8  counts  to  finish  a  measure  of 
music  (Fig.  173). 

On  two  counts,  the  pupils  front  face  and  come  to  a 
position  of  face  salute  (Fig.  172).  To  do  this,  No.  1 
steps  forward,  and  turns  to  the  front  on  his  left  heel. 


182 


A  Manual  of  Physical  Training. 


No.  2  steps  back,  and  turns  to  the  front  on  his  left 
heel.  Swing  sword  down  to  the  right  side,  2  counts; 
carry  swords,  2  counts.  Pupils  step  side  by  side  2 


Fio.  174. 
Right  lower  blow  and  guard. 

counts ;  from  which  position  they  can  march  from  the 
room  or  to  their  seats. 

The  Brooklyn  Bridge  March  goes  well  to  the  fencing 
exercise.     (See  p.  234.) 


CHAPTEK  XIII. 

POSTURES. 

THESE  positions  can  be  given  to  boys  and  young 
men.  They  should  be  held  for  8  or  16  counts. 

A  very  pleasing  effect  can  be  had  if  several  well- 
built  young  men  will  dress  in  full  white  tights,  wear 
white  wigs,  and  powder  their  faces ;  then  take  these 
positions  under  a  calcium  light. 

The  background  should  be  black :  it  can  be  made 
of  black  calico  or  silesia.  A  curtain  should  be  drawn 
before  each  change.  For  additional  postures,  the 
teacher  is  referred  to  any  work  on  statuary,  where  may 
be  found,  among  others, — 

Apollo  Belvedere, 

Discobolus  (2), 

Athlete  (2), 

Boxer  (2), 

Gladiator  (2), 

The  following  are  good:  Boxer  No.  1.  (See  Fig. 
175.) 

Boxer  No.  2.     (See  Fig.  176.) 

Putting  the  Shot,  first  position.     (See  Fig.  177.) 

Putting  the  Shot,  second  position.     (See  Fig.  178.) 

The  Gladiator.     (See  Fig.  179.) 

The  Start.     (See  Fig.  180.) 

At  Best.    (See  Fig.  181.) 

183 


184 


A  Manual  of  Physical  Training. 


Fio. 175. 
The  boxer  on  guard. 


A  Manual  of  Physical  Training. 


FIG.  176. 
The  boxer  left-hand  lead. 


186  A  Manual  of  Physical  Training. 


Fio.  177. 
Putting  the  shot;  the  start 


A  Manual  of  Physical,  Training.  187 


FIG. 178. 
Putting  the  shot;  the  finish. 


188  A  Manual  of  Physical  Training. 


Fro.  179. 
The  gladiator. 


A  Manual  of  Physical  Training.  189 


190 


A  Manual  of  Physical  Training. 


SIMPLE  ATTITUDES. 

The  following  attitudes  are  given,  not  to  express  any 
emotion  or  feeling,  but  mere- 
ly for  nerve-training.     They 
should   be   accompanied   by 
some    pretty    ballad    music 


FIG.  188. 


Fio.  182. 

softly  played.  They  will  do 
well  as  a  finish  for  any  exer- 
cise in  free  gymnastics. 

Each  position  is  held  for 
8  counts.  The  primary  or 
starting  position  should  lx>  with  the  hands  clasped 


Fio.  184. 


A  Manned  of  Physical  Training.  191 


Fio.  185. 


FIG.  186. 


Fia.  187. 


FIG.  188. 


FIG.  190. 


FIG.  189. 


192 


A  Manual  of  Physical  Training. 


in  front  or  with  arms  folded,  the  pupil  at  rest.     From 

the   starting  position  the  posture  No.  182  is  taken. 

This  is  held  for  8  counts. 

Without  coming  back  to  rest,  the  pupil  passes  to  the 

attitude  seen  in  Fig.  183.      This  position  is  held  for  8 

counts. 

From  this  the  pupil  will  assume  the  posture  seen 

in  Fig.  184,  from 
which  she  comes  to 
the  position  of  rest, 
which  is  held  for  8 
counts. 


Fia.  191. 


Fio.  192. 


Fio.  198. 


It  will  be  seen  that  we  have  taken  for  these  four  po- 
sitions 32  counts. 

The  same  work  should  be  done  on  the  left  side. 

The  first  group  of  simple  attitudes  is  made  up  of 
Figs.  182,  183,  and  184. 

The  second  group  is  made  up  of  Figs.  185,  186,  and 
187. 


A  Manual  of  Physical  Training.  193 

The  third  group  is  composed  of  Figs.  188,  189,  190. 

The  fourth  group  includes  Figs.  191,  192,  and  193. 

Each  group  is  taken  on  both  the  right  and  the  left 
sides,  and  each  one  requires  64  counts.  In  teaching 
these  attitudes,  do  not  hurry.  Drill  the  pupil  well 
in  the  position  of  the  arms,  legs,  head,  and  general 
position. 


FIG.  194. 


By  teaching  the  attitudes  in  sections,  the  result  is 
more  satisfactory.  Not  more  than  two  positions 
should  be  given  at  one  lesson.  An  interesting  exhibi- 
tion can  be  given  if  the  teacher  will  illustrate  some 
poem,  which  is  first  read  aloud,  by  the  postures  which 
the  poem  suggests.  A  large  number  of  positions  can 
be  learned  if  the  different  passions  are  expressed,  or 
if  statues  and  pictures  are  illustrated.  The  melodies 
from  "  Mother  Goose  "  can  thus  be  used. 


CHAPTER  XIV. 

BREATHING   EXERCISES. 

AT  every  lesson  there  should  be  breathing  exercises 
of  some  kind. 

Children  do  not  readily  see  the  difference  between 
intercostal,  diaphragmatic,  abdominal,  and  other  kinds 
of  breathing.  Direct  them  to  take  a  deep,  full  breath, 
and  they  will  do  what  you  want  better  than  when  you 
try  to  explain  the  difference  between  the  styles  named. 
Try  these  methods  : 

1.  Children   mark   time   or  march,  and  hold  their 
breath  5,  10,  or  20  steps,  and  so  on. 

2.  Sighing  and  hissing  for  5,  10,  or  20  counts. 

3.  Inhaling  for  a  certain  number  of  counts. 

4.  Whistling. 

5.  Running. 

6.  Fill  the  lungs  full,  raise  the  elbows,  arms  flexed  ; 
then  force  them  down  and  back  a  few  times. 

7.  Counting  aloud  while  exercising. 

8.  Pronouncing  the  vowels. 

9.  Spelling  slowly. 

10.  Pronouncing  tho  vowels  aspirated,  with  explo- 
sive force. — "  Ha !  Ha ! "  etc. 

194 


CHAPTER  XV. 

MEASUREMENTS. 

TEACHERS  of  gymnastics  should  strive  to  convince 
people  of  the  importance  of  physical  education.  They 
should  offer  a  quality  of  work,  the  results  of  which 
will  persuade  the  most  skeptical  parents  and  pupils  to 
their  belief.  They  should  teach  that  many  of  the  de- 
formities or  defects  caused  by  failure  to  exercise  can 
be  remedied  by  gymnastics.  They  should  try  to  prove 
that  the  nearest  approach  to  a  perfect  physique  in  a 
boy  or  girl  is  through  a  system  of  careful  training. 
Moreover,  they  should  take  steps  to  ascertain  just  what 
constitutes  a  perfect  physique,  or  what  the  propor- 
tions of  a  well-built  boy  or  girl  are.  The  surest  way 
to  do  this  is  for  the  teacher  to  thoroughly  understand 
his  work,  to  be  posted  on  the  current  literature  per- 
taining to  physical  education,  and,  above  all,  to  be- 
lieve thoroughly  in  this  subject.  The  teacher  should 
adopt  any  honest  method  of  winning  the  confidence  of 
the  children  and,  through  the  children,  the  parents. 

A  feasible  plan  is  to  adopt  some  system  of  examina- 
tions or  measurements  of  the  children,  and  to  use  sim- 
ple physical  tests.  Little  has  been  done  about  the 
measurements  of  school  children  in  this  country ; 
consequently  there  is  not  much  to  say  about  them  that 

195 


196  A  Manned  of  Physiccd  Training. 

is  positive.  It  is  hoped  that  all  teachers  of  gymnas- 
tics who  handle  school  children  will  spare  time 
enough  to  take  their  age,  height,  weight,  and  lung  ca- 
pacity, and  to  notice  the  result  of  exercise  upon  the 
defects  that  have  been  mentioned,  that  something  defi- 
nite may  be  reached.  If  teachers  will,  in  addition  to 
the  items  mentioned,  take  a  few  girth,  width,  and  length 
measurements,  their  statistics  will  be  far  more  valua- 
ble. Too  much  importance  cannot  be  attached  to  the 
accuracy  of  any  test  or  measurement.  The  tempta- 
tion to  exaggerate  to  prove  a  certain  end  is  strong,  but 
it  should  be  overcome.  Be  honest  in  taking  measure- 
ments ;  .and  if  your  figures  are  not  as  satisfactory  as 
you  hoped  they  would  be,  don't  add  a  little.  Accept 
the  situation  as  it  is.  We  are  striving  to  prove  the 
necessity  of  gymnastic  drill ;  and  nothing  will  hasten 
this  quicker  than  honesty. 

In  this  short  chapter  on  measurements,  we  shall 
give  a  few  figures  that  may  serve  for  comparison* 

These  statistics  are  taken  from  some  of  the  largest 
private  schools  in  this  country.  They  represent  the 
measurements  of  several  thousand  pupils  of  the  ages 
given,  and  they  extend  over  a,  period  of  five  years. 

It  must" be  taken  into  consideration  that  the  pupils 
whose  measurements  are  given  not  only  take  drill  in 
the  gymnasium,  but  they  are  from  families  who  can 
offer  everything  in  the  shape  of  social  and  hygienic 
surroundings.  These  two  facts  of  course  carry  weight : 
all  of  the  children  in  the  public  schools  do  not  enjoy 
these  privileges ;  there  will  consequently  be  a  differ- 
ence iu  the  height  and  weight  in  favor  of  the  pupils 


A  Manual  of  Physical  Training.  197 

in  the  private  school.  In  addition  to  the  statistics 
from  the  schools  mentioned,  there  are  a  large  number 
of  measurements  taken  from  the  public  schools  in 
Boston.  (See  Dr.  Bowditch's  valuable  Keport  to  the 
Massachusetts  Board  of  Health,  1877.) 

The  figures  given  have  been  carefully  examined  by 
expert  accountants.  For  the  benefit  of  those  who  wish 
to  go  deeper  in  the  subject,  the  rules  for  physical 
measurements  and  examination  proposed  by  the  Amer- 
ican Association  for  the  Advancement  of  Physical  Ed- 
ucation are  given.  They  are  the  best  and  most  reli- 
able. 

Teachers  can  interest  their  pupils  by  giving  them  a 
few  simple  strength  tests  once  or  twice  a  year.  In 
some  public  and  even  private  schools  it  is  not  always 
convenient  or  popular  to  take  many  measurements  ; 
but  if  only  a  few  records  are  kept,  and  the  teacher  will 
take  some  interest  in  them,  there  will  be,  as  a  result, 
an  increase  in  the  interest  of  the  pupil.  We  give  in 
this  chapter  the  diagram  of  a  blank  to  be  used  in  the 
measurement  of  school  children  (Fig.  195). 

Fig.  196  shows  the  average  height  and  weight  given  by 
Dr.  Bowditch,  of  Boston,  for  the  public-school  children 
of  that  city  between  the  ages  of  5  and  8  years,  taken 
without  shoes ;  otherwise  the  ordinary  clothing  is 
worn  when  these  measurements  are  taken.  The  weight 
of  clothing  is  about  8  pounds  for  boys  and  7  for  girls. 
We  have  also  given  the  average  height,  weight,  and 
lung  capacity  of  pupils  in  prominent  private  schools  in 
and  near  New  York  City.  These  figures  are  given  for 
comparison.  A  chart  has  been  planned  by  Dr.  J.  W. 


198 


A  Manual  of  Physical  Training. 


DEPARTMENT  OF  PHYSICAL  EDUCATION 

OP    THE 

ADELPHI  ACADEMY,  BROOKLYN,  N.  Y. 


PHYSICAL  CONDITION   OF 


GRADE. 


DATE. 

Age. 

Height. 

Weight 

Lung 
Capac- 
ity. 

What 
it 
should 
be. 

AOK  

6. 

7. 

8. 

9. 

10. 

II. 

12. 

13. 

14. 

15. 



Height  .  . 

46.40 

48.90 

50.17 

52  26 

54.41 

56.  8t> 

57.79 

59  92 

62.53 

\\vi-ht   . 
Lung 
Capacity 

47.55 

56.44 

80 

58.09 

ss 

88.80 

106 

71.42 
124 

53.99 

76.17 
in 

81.81 
150 

95.20 
168 

60.89 

nc,  r, 
188 

118.81 
BOB 

T 

Height.  . 

46.11 

47.95 

111   S'J 

52.03 

57.06 

59.17 

03.  3H 

63  12 

Weight  . 
Lung 
Capacity 

n;  :,:, 

50  83 
40 

56.37 
48 

65 

71  .« 

SI 

80.81 
106 

90.68 
125 

136 

106.91 

155 

112  80 
150 

)( 

[The  above  figures  show  the  average  height,  weight,  and  about  the  lung 
capacity  of  the  pupils  in  a  number  of  the  private  schools  in  and  near  Brooklyn. 
Tlu-v  are  given  only  for  comparison.  It  cannot  be  said  of  them  that  they 
indicate  just  what  the  averages  should  be.] 

/'i mints  are  earnestly  requested  to  notify  tlw  r/tysirnin  in  clntryc 
of  this  department,  of  /'////.«,/*•///  />//,-/•/*,  //'  tmy.  l/mf  i.r,:*f  in  //« ir 
children,  that  he  may  regulate  Hie  exercises  accordingly. 


Fio.  195.—  A  simple  chart  to  be  used  in  schools 


/•:./' 


A  Manual  of  Physical  Training.  199 


Seaver,  of  Yale  College.  It  represents  the  measure- 
ments of  thousands  of  American  college-students,  ar- 
ranged according  to  age.  It  does  not  follow  strictly 
the  order  of  measurements  given  by  the  special  com- 
mittee, page  201. 

For  details  concerning  this  compilation  of  figures, 
the  reader  is  referred  to  Dr.  Seaver,  Yale  College, 
New  Haven,  Conn. 

Dr.  Edward  Hitchcock,  director  of  the  Pratt  Gym- 
nasium, at  Amherst  College,  has  arranged  his  anthro- 
pometric  data  in  book  form.  It  contains  the  result 
of  many  years  of  hard  work,  and  is  a  most  valuable 
compilation. 

The  author  is  under  obligations  to  Dr.  Hitchcock 
for  the  valuable  suggestions  he  has  generously 
given. 

The  simple  chart  (Fig.  195)  would  not  do  so  well  for 
public  schools  ;  as  the  average  height,  weight,  and  lung 
capacity  of  public  school  children  are  not  so  large  as 
those  taken  from  the  best  private  schools. 

A  wealthier  class  of  pupils  attend  private  institu- 
tions. The  hygienic  surroundings  are  better,  and  the 
smaller  number  of  pupils  warrants  better  care  than  is 
found  in  the  public  schools.  This  will  account  for 
the  difference  that  may  be  seen  when  comparing  the 
data  obtained  from  the  two  sources. 

On  page  200  will  be  found  statistics  taken  from  Dr. 
Bowditch's  report  on  the  growth  of  children  (Fig.  196). 
They  represent  the  height  and  weight  of  thousands  of 
public-school  children  in  Boston. 


200 


A  Manned  of  Physical  Training. 


AGE  

6. 

7. 

8. 

9. 

10. 

II. 

12. 

13. 

14. 

15. 

Height  .  . 
Weight.. 

43.75 
45.17 

45.74 
49.07 

47.76 
53  92 

49.69 
59.23 

51.68 
65.30 

53.33 
70.18 

55.11 
76.92 

57.21 
84.84 

59.88 
94.91 

62.30 
107.10 

Boys. 

Height.  . 
Weight.. 

43.35 
43.28 

45.52 
47.46 

47.58 
52.04 

49.37 
57.07 

51.34 
62.35 

53.42 

68.84 

55.88 
78.31 

58.16 
88.65 

59.94 
98.43 

61.10 
106.08 

Girls. 

FIG.  196.— The  average  height  and  weight  of  the  public-school  children  of  Boston 
as  given  by  Dr.  Bowditch.  For  use  in  public  schools  these  figures  should  be 
given  in  place  of  those  in  Fig.  195. 


CHAPTEK  XVI. 

Report  of  the  Committee  on  Statistics  appointed  by  the 
Association  in  1885,  giving  the  detailed  method  of 
securing  measurements,  tests,  and  the  condition  of 
the  human  body. 

ANTHROPOMETRIC     MEASUREMENTS. 

Number. — In  order  to  secure  privacy  the  individual 
should  be  entered  in  the  record  book  by  number.  As 
a  means  of  identification  the  number  can  be  entered 
in  an  alphabetical  index  book  opposite  the  corre- 
sponding name,  as : 

Smith,  John  H.,  526 

For  further  convenience  it  is  advisable  to  enter  the 
name  in  a  numerical  index-book  opposite  the  corre- 
sponding number,  as : 

526,  John  H.  Smith. 

Date. — Kecord  the  year,  month,  day  and  hour,  as : 
Jan.,  '86,  12,  9  A.M.  Where  perfect  accuracy  is  de- 
sired, note  should  be  made  of  the  time  that  has 
elapsed  since  eating,  the  occupation  of  previous  hours, 
and  of  the  temperature  of  the  room. 

Age. — Kecord  years  and  months,  as :  21,  9,  i.e., 
twenty-one  years  and  nine  months. 

201 


202  A  Manned  of  Physical  Training. 

Weight. — The  weight  of  the  body  should  be  taken 
without  clothes.  Where  this  is  impracticable  the 
weight  of  the  clothes  should  be  deducted. 

Height. — The  height  should  be  taken  without  shoes 
and  with  the  head  uncovered.  The  head  and  figure 
should  be  held  easily  erect,  and  the  heels  together. 
This  position  is  best  secured  by  bringing  the  heels, 
the  buttocks,  the  spine  between  the  shoulders  and  the 
back  of  the  head,  in  contact  with  the  measuring  rod. 

Height  of  Knee. — The  subject  should  place  one  foot 
on  a  box  or  chair  of  such  a  height  that  the  knee  is 
bent  at  a  right  angle.  A  box  about  12  in.  high  is  suit- 
able for  adults.  Press  a  ruler  upwards  with  a  force 
of  about  one  pound  against  the  hamstring  tendons 
close  to  the  calf  of  the  leg.  See  that  the  ruler  is  held 
in  a  position  at  right  angles  to  the  vertical  rod,  and 
measure  the  height  of  the  top  of  the  ruler  from  the  box. 

Height  Sitting. — Let  the  subject  sit  on  a  Lard,  Hat 
surface  about  12  inches  high,  such  as  afforded  by  a 
box  or  chair,  with  the  head  and  figure  easily  erect  so 
that  the  measuring  rod  will  touch  the  bod;-  at  tLe  but- 
tocks, between  the  shoulders,  and  at  tlie  hack  of  the 
Lead.  Pleasure  tlie  distance  from  tlie  box  to  tlie  ver- 
tex. 

Height  of  Pubes. — With  tlie  subject  standing  easily 
erect  on  tlie  box  or  floor,  measure  up  to  tlie  lower 
•  of  tlie  pubic  l>nne. 

Height  of  Crotch.— -Wi tli  tlie  subject  standing  easily 
erect  on  the  l»ox  or  il«»m-  facing  the  vertical  rod,  press 
a  ruler  firmly  against  the  perineum  (Crotch)  and  meas- 
ure the  L eight  of  tlie  top  of  tlie  ruler. 


A  Manual  of  Physical  Training.  203 


Height  of  Navel. — With  the  figure  and  head  of  the 
subject  erect,  measure  the  height  of  the  center  of  the 
cieatrix. 

Height  of  Sternum. — With  the  figure  and  head  of  the 
subject  erect,  measure  the  height  of  the  interclavicu- 
lar  notch. 

Girth  of  Head. — This  measurement  should  be  taken 
around  the  head  with  the  tape  at  the  upper  edge  of 
the  eyebrows,  over  the  supra-orbital  and  occipital 
prominences.  All  girths  should  be  made  on  the  skin 
itself  and  at  right  angles  to  the  axis  of  the  body  or 
limb  at  the  point  of  measurement.  No  oblique  meas- 
urements are  taken. 

Girth  of  Neck. — With  the  head  of  the  subject  erect, 
pass  the  tape  around  the  neck  half  way  between  the 
hoad  and  body,  or  just  below  the  "  Adam's  apple." 

Girth  of  Chest. — Pass  the  tape  around  the  chest  so 
that  it  shall  embrace  the  scapulae  and  cover  the 
nipple.  The  arms  of  the  subject  should  be  held  in  a 
horizontal  position  while  the  tape  is  being  adjusted 
and  then  allowed  to  hang  naturally  at  the  sides.  Take 
the  girth  here  before  and  after  inflation. 

Where  it  is  desirable  to  test  the  elasticity  or  extreme 
mobility  of  the  walls  of  the  chest,  a  third  measure- 
ment may  be  taken  after  the  air  has  been  forced  out 
and  the  chest  contracted  to  its  greatest  extent.  To 
test  the  respiratory  power,  independent  of  muscular 
development,  pass  the  tape  around  the  body  below 
the  pectoral  line  and  the  inferior  angles  of  the  scapula?, 
so  that  the  upper  edge  shall  be  two  inches  below  the 
nipples.  Take  the  girth  here  before  and  after  inflation. 


204  A  Manual  of  Physical  Training. 

Girth  of  Waist. — The  waist  should  be  measured  at 
the  smallest  part  after  a  natural  expiration. 

Girth  of  Hips. — The  subject  should  stand  erect  with 
feet  together.  Pass  the  tape  around  the  hips  above 
the  pubes  over  the  trochanters  and  the  glutei  muscles. 

Girth  of  Thighs. — With  the  feet  of  the  subject  about 
six  inches  apart,  the  muscles  set  just  enough  to  sus- 
tain the  equilibrium  of  the  body  and  the  weight  dis- 
tributed equally  to  each  leg  in  gluteal  fold,  measure 
around  the  thigh  just  below  the  nates. 

Girth  of  Knee. — With  the  knee  of  the  subject  straight 
and  the  weight  of  the  body  equally  supported  on  both 
legs,  measure  over  the  center  of  the  patella. 

Girth  of  Calf. — With  the  heels  down  and  the  weight 
of  the  body  supported  equally  on  both  feet,  the  tapti' 
should  be  placed  around  the  largest  part  of  the  calf. 

Girth  of  Instep. — Measure  around  the  instep  at  right 
angles  with  the  top  of  the  foot,  passing  a  point  at  the 
bottom  of  the  foot  midway  between  the  end  of  the 
great  toe  and  back  of  the  heel. 

Girth  of  Upper  Arm. — With  the  arm  of  subject  bent 
lianl  at  elbow,  firmly  contracting  the  biceps  and  held 
away  from  the  body  in  a  horizontal  position,  pass  the 
tape  around  the  greatest  prominence.  If  desirable  to 
find  the  girth  of  the  upper  arm  \\hen  the  biceps  is  not 
rout  racial,  the  arm  should  be  held  in  a  horizontal 
jM.>itioii  and  measured  around  the  most  prominent 
part. 

Girth  of  Elbow. — Taken  around  the  internal  condyle 
of  the  humerus  while  tin-  arm  of  the  siibje.-t  ifl 
straight,  with  the  muscles  of  the  forearm  relaxed. 


A  Manual  of  Physical  Training.  205 

Girth  of  Forearm. — Taken  around  the  largest  part. 
The  list  should  be  firmly  clinched  and  the  palm  of  the 
hand  turned  upward. 

Girth  of  Wrist. — AVith  the  hands  of  the  subject  open 
and  the  muscles  of  the  forearm  relaxed,  measure  be- 
tween the  styloid  process  and  .the  hand. 

Breadth  of  Head. — The  breadth  of  head  should  be 
taken  at  the  broadest  part.  In  taking  the  breadth 
measurements,  stand  behind  the  subject. 

Breadth  of  Neck. — Taken  at  the  narrowest  part  with 
the  head  of  the  subject  erect  and  the  muscles  of  the 
neck  relaxed. 

Breadth  of  Shoulders. — With  the  subject  standing  in  a 
natural  position,  elbows  at  the  sides,  shoulders  neither 
dropped  forward  nor  braced  backward,  measure  the 
broadest  part  two  inches  below  the  acromion  processes. 

Breadth  of  Waist. — Taken  at  the  narrowest  part. 

Breadth  of  Hips. — Measure  the  widest  part  over  the 
trochanters,  while  the  subject  stands  with  feet  together, 
the  weight  resting  equally  on  both  legs. 

Breadth  of  Nipples. — Taken  from  center  to  center 
with  the  chest  in  a  natural  position. 

Depth  of  Chest. — Taken  after  a  natural  inspiration. 
Place  one  foot  of  the  calipers  on  the  sternum  midway 
between  the  nipples,  and  the  other  foot  on  the  spine 
at  such  a  point  that  the  line  of  measurement  is  at  right 
angles  with  the  axis  of  the  spinal  column.  When  it 
is  desirable  to  ascertain  the  extent  of  the  antero- 
posterior  movement  of  the  chest,  measurements  may 
be  taken  from  the  same  points  after  the  fullest  inspira- 
tion and  after  the  fullest  expiration. 


206  A  Manual  of  Physical  Training. 

Depth  of  Abdomen. — Place  one  foot  of  the  calipers 
immediately  above  the  navel,  the  other  on  the  spine 
at  such  a  point  that  the  line  of  measurement  is  at  right 
angles  to  the  axis  of  the  spinal  column. 

Length  of  Shoulder  to  Elbow. — With  the  arm  of  the 
subject  bent  sharply  at.  the  elbow  and  held  at  the  side, 
measure  from  the  top  of  the  acromion  process  to  the 
olecranon.  Care  should  be  taken  that  the  measuring 
rod  is  parallel  with  the  humerus  and  not  with  the  ex- 
ternal surface  of  the  arm 

Length  from  Elbow  to  Finger  Tip. — With  the  arm  of 
the  subject  bent  sharply  at  the  elbow  and  the  rod 
resting  on  back  of  arm  and  hand,  measure  from  the 
olecranon  process  to  the  tip  of  the  middle  finger. 

Length  of  Foot. — Take  the  extreme  length  of  foot 
from  the  end  of  the  first  or  second  toe  to  the  back  of 
the  heel,  about  one  inch  from  the  surface  upon  which 
the  foot  rests. 

Stretch  of  Arms. — With  the  arms  of  subject  stretched 
out  horizontally  so  that  both  hands  and  shoulders  are 
in  a  line,  with  one  middle  finger  and  the  zero  end  of 
the  measuring  rod  pressed  against  the  wall,  note  the 
point  to  which  the  other  middle  finger  tip  reaches. 

Horizontal  Length. — Witli  the  heels  of  the  subject 
pressed  hard  against  a  perpendicular  wall,  with  arms 
at  the  sides  and  body  n-sting  naturally  on  a  horizon- 
tal plane,  measure  the  distance  of  the  apex  of  the  Lead 
from  the  wall. 

Capacity  of  Lungs. — The  subject  after  loosening  the 
clothing  about  the  chest  and  taking  a  full  inspiration, 
tilling  the  lungs  to  their  utmost  capacity,  should  blow 


A  Manual  of  Physical  Training.  207 

slowly  into  the  spirometer.  Two  or  three  trials  may 
be  allowed. 

Expiratory  Strength. — As  before,  the  subject  after 
loosening  the  clothing  about  the  chest  and  filling  the 
lungs  completely,  should  blow  with  one  blast  into  the 
manometer.  Care  should  be  taken  that  no  air  is 
allowed  to  escape  at  the  sides  of  the  mouth,  and  that 
in  expelling  the  air  all  the  muscles  of  expiration  are 
brought  into  play. 

Strength  of  Back. — The  subject,  standing  upon  the 
iron  foot-rest  with  the  dj'nometer  so  arranged  that 
when  grasping  the  handles  with  both  hands  his  body 
will  be  inclined  forward  at  an  angle  of  60°,  should 
take  a  full  breath  and,  without  bending  the  knees, 
give  one  hard  lift,  mostly  with  the  back. 

Strength  of  Legs. — The  subject  while  standing  on  the 
foot-rest  with  body  and  head  erect,  and  chest  thrown 
forward,  should  sink  down,  by  bending  the  knees, 
until  the  handle  grasped  rests  against  the  thighs;  then 
taking  a  full  breath,  he  should  lift  hard,  principally 
with  the  legs,  using  the  hands  to  hold  the  handle  in 
place. 

Strength  of  Chest. — The  subject  with  his  elbows  ex- 
tended at  the  sides  until  the  forearms  are  on  the  same 
horizontal  plane  and  holding  the  dynometer  so  that 
the  dial  will  face  outward  and  the  indicator  point  up- 
ward, should  take  a  full  breath  and  push  vigorously 
against  the  handles,  allowing  the  back  of  the  instru- 
ment to  press  on  the  chest. 

Strength  of  Upper  Arms,  Triceps. — The  subject,  while 
holding  the  position  of  rest  upon  the  parallel  bars, 


208  A  Manned  of  Physical  Training. 

supporting  his  weight  with  arms  straight,  should  let 
the  body  down  until  the  chin  is  level  with  the  bars, 
and  then  push  it  up  again  until  the  arms  are  fully  ex- 
tended. Note  the  number  of  times  that  he  can  lift 
himself  in  this  manner. 

Strength  of  Upper  Arms,  Biceps. — The  subject  should 
grasp  a  horizontal  bar  or  pair  of  rings  and  hang  with 
the  feet  clear  from  the  floor  while  the  arms  are  ex- 
tended. Note  the  number  of  times  that  he  can  haul 
his  body  up  until  his  chin  touches  the  bar  or  ring. 

Strength  of  Forearms. — The  subject,  while  holding  the 
dynamometer  so  that  the  dial  is  turned  inward,  should 
squeeze  the  spring  as  hard  as  possible,  first  with  the 
right  hand  and  then  with  the  left.  The  strength  of 
the  muscles  between  the  shoulders  may  be  tested  with 
the  same  instrument.  The  subject,  while  holding  the 
dynamometer  on  a  level  with  the  chest,  should  grasp 
it  with  handles  and  pull  with  both  arms  from  the 
center  outward. 

Pilosity. — Note  the  amount  of  hair  on  the  body  and 
limbs,  excluding  the  head,  face  and  pubes. 

Color  of  Hair. — Light  (Very  Fair,  Fair,  Light  Brown, 
Brown).  Dark  (Dark  Brown,  Black  Brown,  Black). 
Red  (Ked  Brown,  Bed,  Golden). 

Color  of  Eyes. — Light  (Dark  Blue,  Blue,  Light  Blue). 
Dark  (Light  Brown,  Brown,  Dark  Brown,  Black). 
Mixed  (Gray,  Green). 


A  Manual  of  Physical  Training.  209 

DIRECTIONS   FOB    TESTING  THE    REFRACTIVE   CONDITION  OF 
THE   EYE. 

Procure  of  any  optician  two  pairs  of  spectacles,  one 
with  convex  glasses,  No.  +  .75  Dioptric  (equal  to 
No.  +•  48  in  the  old  or  English  system),  and  the  other 
with  concave  glasses,  No.  -f-  .75  Dioptric.  Also  obtain 
a  copy  of  Monoyer's  test  letters  (a  card  of  Dr.  Den- 
nett's modification  of  Monoyer's  test  type  may  be  pro- 
cured of  Meyrowitz  Bros,  opticians,  295  and  297 
Fourth  Ave.,  New  York  City),  to  be  hung  up  at  5 
meters  distance,  and  a  copy  of  Green's  astigmatic 
lines,  in  the  form  of  a  clock  face,  to  be  hung  up  at  the 
same  distance. 

Test : — Seat  the  subject  at  a  distance  of  five  meters 
from  the  test  cards,  which  should  be  hung  in  a  good 
light.  Examine  each  eye  separately,  keeping  the 
other  covered  by  a  card  or  small  book  held  in  front 
of,  but  not  touching  it.  Never  press  the  fingers 
against  the  closed  lid. 

There  are  ten  lines  of  letters  on  the  test  card,  num- 
bered from  1,  2,  3,  etc.,  up  to  ten  lOths  or  1.  If  now 
the  subject  can  read  the  top  line,  the  smallest  letters 
on  the  card,  with  the  right  eye  (E.E.)  alone,  his  vision 
(V.)  is  recorded  as  ten  lOths  or  1  (V.E.E.  =  1).  If  he 
sees  nothing  clearly  above  the  fifth  line  from  the  bot- 
tom, but  can  read  that  correctly,  then  V.E.E.  =  .5.  If 
he  cannot  read  any  of  the  lines,  then  Y.E.E.  =  0.  (i.e., 
less  than  one-lOth).  Whatever  the  vision  without 
glasses  may  prove  to  be,  always  next  put  on  the  convex 
spectacles  and  again  cover  the  other  eye.  If  now  he 


210  A  Manual  of  Physical  Training. 

can  still  with  the  right  eye  see  as  well  or  better  than 
with  no  glasses  at  all,  and  can  read  the  same  line  as 
before,  he  is  Hypermetropic  (H.)  in  that  eye.  For  ex- 
ample, if  without  glasses  it  was  found  that  V.B.E.  =.  5f 
and  now  after  adding  the  convex  glass  hjs  Y.  is  im- 
proved to  .8,  the  record  would  be  V.B.E.  =  .5,  -f-  H.  =  .8. 
But  if  the  vision  is  neither  improved  nor  made  worse 
by  the  convex  glass,  the  record  will  be  thus :  Y.B.E. 
=  .5,  -f-  H.  =  .5.  If  the  convex  glass  can  be  used  at  all 
without  decreasing  the  vision,  no  further  testing  with 
this  card  is  needed ;  the  subject  is  hypermetropic  in 
that  eye. 

If  it  is  found  that  the  vision  of  the  right  eye  equals 
1  without  glasses,  and  then  the  addition  of  the  convex 
glasses  blurs  the  letters,  the  eye  is  Emmetropic,  that 
is,  the  vision  is  normal  (V.B.E.  =  1). 

If,  however,  the  vision  without  glasses  is  less  than 
1.,  for  instance  only  .3,  and  the  convex  glasses  make 
even  that  line  more  indistinct,  then  put  on  the  concave 
glasses.  If  now  the  vision  is  improved  so  that  a 
higher  line  can  be  read,  for  instance  the  eighth  from 
the  bottom,  the  eye  is  Myopic,  or  "  near  sighted,"  and 
the  record  will  be  V.B.E.  =  .3,  +  My.  =  .8.  Or  again,  if 
the  vision  without  glasses  in  the  left  eye  is  found  to 
be  .7  and  then  with  the  concave  glass  the  top  line  can 
be  read,  the  record  will  stand  thus  :  V.B.E.  =  .7,  +  My. 
=  1.  After  testing  each  eye  separately,  place  the 
record  of  one  above  the  other,  for  example  thus : 

(  V.B.E.  =  1. 

(V.L.E.  =.6,+My.  =  .9. 


A  Manned  of  Physical  Training.  211 

Tliis  completes  the  testing  for  simple  liypermetropia, 
myopia  and  emmetropia. 

After  testing  the  eyes  as  above,  if  the  vision  has  not 
yet  been  made  perfect  in  either,  leave  on  the  proper 
correcting  glass,  the  convex  if  there  is  liypermetropia, 
or  the  concave  if  there  is  myopia,  or  use  no  glass  if 
there  is  neither ;  then  direct  the  subject's  attention 
with  that  eye  alone,  the  other  being  covered,  to  the 
card  of  radiating  black  lines.  If  he  sees  one  or  more 
of  the  lines  running  in  any  direction  clearer  or  blacker 
than  those  at  right  angles  to  them,  he  is  shown  to  be 
astigmatic.  Either  the  perpendicular  or  the  horizontal 
lines  usually  appear  the  blacker  to  the  astigmatic 
person.  If  the  previous  record  was  V.R.E.  =  .7  and 
this  defect  is  found,  then  it  will  be  V.K.E.  =  .7,  +  As. 
Or  if  before  it  read  :  V.L.E.  =  .3,  +  My.  =  .6,  and  astig- 
matism is  found,  it  will  read,  V.L.E.  =  .3,  -f-  My.  =  .6  -f- 
As.  Astigmatism  may  exist  either  alone  or  in  com- 
bination with  My.  or  H.  If  alone  we  might  have  a 
record  thus  :  V.K.E.  =  .6,  +  As. ;  V.L.E.  =  .4,  +  As.,  or 
if  with  liypermetropia  thus  :  V.R.E.  =  7,  +  H.  =  .7,  + 
As. ;  V.L.E.  =  .6,  +  H.  =  .8,  +  As. 

To  recapitulate,  in  brief ;  if  it  is  found  that  V.K.E. 
=  1,  then  the  R.E.  is  either  Emmetropic  or  Hyperme- 
tropic.  If  emmetropic,  the  convex  glass  will  markedly 
impair  the  vision  ;  if  hypermetropic  it  will  not.  If  the 
V.K.E.  —  .9  or  less,  then  the  K.E.  is  either  hyperme- 
tropic, myopic,  astigmatic,  or  amblyopic. 

1st.  If  it  is  H.,  the  convex  glass  will  not  greatly  im- 
pair the  vision. 

%d.  If  it  is  My.,  the  concave  glass  will  improve  V. 


212  A  Manual  of  Physical  Training. 

3d.  If  it  is  As.,  one  of  the  radiating  lines  is  blackest. 

4:th.  If  neither  of  these  defects  exists  and  the  V.  is 
less  than  .7,  then  Amblyopia  or  partial  blindness  may 
be  recorded.  It  may  read  thus:  Y.L.E.  =.6 -[-Am. 

Caution. — Alivays  try  the  convex  glass.  Never  try 
the  concave  unless  the  convex  glass  blurs  the  vision. 

In  the  following  cases  the  subject  should  be  recom- 
mended to  consult  an  oculist  concerning  the  advisa- 
bility of  wearing  glasses  :  If  the  vision  without  any 
glasses  is  less  than  4  in  either  or  both  eyes  ;  if  he 
complains  of  weak,  watery,  or  painful  eyes,  especially 
in  reading,  and  any  degree  of  hypermetropia  or  astig- 
matism is  found  to  exist. 

DIRECTIONS   FOR   TESTING  THE   COLOR   SENSE. 

A  reliable  set  of  test  worsteds  of  different  colors 
may  be  procured  for  $1.25  of  N.  D.  Whitney,  129  Tre- 
mont  St.,  Boston.  Among  these  will  be  found  three 
large  test  skeins  colored  light  green,  purple  (pink  or 
rose),  and  bright  red.  To  make  the  examination, 
spread  all  the  worsteds  out  on  a  white  cloth  placed 
upon  a  table.  First  lay  the  green  test  skein  a  little  to 
one  side  of  the  others,  and  then  tell  the  subject  to 
throw  out  of  the  pile  and  lay  alongside  of  the  test 
skein  all  tlya  lighter  and  darker  shades  of  that  color, 
or  all  the  skeins  containing  a  shade  of  that  color  in 
any  degree.  Avoid  naming  the  color  "  green'*  to  him. 
If  he  throws  out  only  shades  of  green  or  light  blues 
his  color  sense  is  normal  (C.S.N.)  and  the  test  is  com- 
pleted. But  if  in  addition  he  throws  out  light  grays, 
or  any  other  shade  of  gray,  or  light  yellows,  salmons, 


A  Manual  of  Physical  Training.  213 

or  pinks,  he  is  color-blind.  If  he  handles  or  fumbles 
over  those  shades  a  good  deal  and  hesitates,  as  if  in 
doubt  about  them,  but  yet  does  not  throw  them  out, 
he  probably  has  "  feeble  color  sense"  (C.S.F.).  The 
examiner  in  these  cases  must  use  his  judgment  in 
making  a  certain  amount  of  allowance  for  the  stupidity 
'of  some  persons  in  understanding  what  is  wanted, 
especially  in  the  young  and  uneducated. 

If  the  subject  is  found  to  be  color-blind,  next  lay 
down  the  purple  or  rose-colored  test  skein  in  place  of 
the  green,  in  order  to  determine  the  nature  of  the 
defect.  Now  tell  him  to  throw  out  all  the  different 
shades  of  that  color.  If  he  only  throws  out  pinks  and 
light  reds,  and  shades  approaching  these,  lie  is  only 
partly  color-blind  (P.C.B.).  But  if  he  throws  out 
decidedly  bluish  purples,  blues,  violets,  greens,  or 
grays,  he  is  completely  color-blind  (C.C.B.).  Com- 
pletely red-blind  if  he  throws  out  the  blues,  violets, 
etc.;  or  green-blind  if  the  grays  or  greens. 

No  further  testing  is  needed  ;  but  as  a  matter  of 
curiosity,  and  to  prove  the  result,  the  red  test  skein 
may  next  be  tried  in  the  same  way.  If  he  matches 
with  it  browns  or  greens  and  grays,  he  is  completely 
color-blind  :  dark  brown  or  green  if  red-blind ;  and 
light  brown  or  green  if  green-blind. 

It  is  not  important  to  record  whether  the  complete 
color-blindness  is  red  or  green  blindness.  The  fol- 
lowing classes  may  be  recorded  :  Color  sense  nor- 
mal =  C.S.N.;  color  sense  feeble  =  C.S.F.;  partial 
color-blindness  =  P.C.B.;  complete  color-blindness 
=  C.C.B. 


214  A  Manual  of  Physical  Training. 

Color-blind  individuals  should  be  warned  against 
engaging  in  any  occupation  where  this  defect  would 
prove  dangerous  or  inconvenient. 

DIRECTIONS   FOR  TESTING  THE  CONDITION   OF  THE  EA1IS. 

Use  an  ordinary  watch  and  a  tuning-fork,  letter  A 
or  C,  as  tests.  Seat  the  subject  with  his  right  side 
toward  you  ;  and  then  while  the  room  is  perfectly 
quiet,  see  how  far  off  he  can  hear  the  watch  tick. 
Having  previously  learned  by  a  few  experiments  what 
is  the  farthest  distance  at  which  the  tick  can  be  heard 
by  normal  ears,  make  that  number  of  inches  the  de- 
nominator of  a  fraction,  and  the  hearing- distance  of 
each  person  examined  thereafter  the  numerator. 
Having  found  the  normal  distance  (=  H.D.)  to  be,  for 
instance,  about  sixty  inches,  and  that  of  the  subject 
now  examined  to  be,  say,  forty  inches,  his  record  for 
the  right  ear  would  then  be  H.D.K.E.=  |J.  If  it 
had  been  -J-J,  or  1,  the  ear  would  be  normal.  $$  would 
show  an  abnormally  acute  sense  of  hearing.  If  the 
watch  could  only  be  heard  while  in  contact  with  his 
ear,  it  would  be  recorded  H.D.R.E.  =  •£$.  If  not 
heard  at  all,  then  H.D.KE.  =  BV  Next,  test  the  left 
ear  in  the  same  way.  Voice  sounds  in  talking  will 
often  be  easily  heard  by  persons  quite  deaf  to  the 
watch  tick :  so  the  latter  is  not  always  a  reliable  prac- 
tical test. 

Suppose  we  have  found  H.D.R.E.  =  J|>,H.D.LE.  = 
l;this  implies  some  deafness  in  the  right  ear;  and  the 
tuning-fork  will  now  help  us  to  decide  whether  the 
cause  lies  in  some  defect  of  the  auditory  nerve  or  inter- 


A  Manual  of  Physical  Training.  215 

nal  ear,  or  iu  the  external  or  middle  ear  or  Eustacbiau 
tube.  Strike  the  fork  against  some  solid  substance, 
and  then  place  the  end  of  the  handle  against  or 
between  the  subject's  front  teeth.  If  both  ears  are 
normal,  he  will  probably  seem  to  hear  the  ringing  of 
the  fork  equally  well  in  both  ears.  But  if  there  is  a 
defect  in  one  ear,  he  will  either  seem  to  hear  it  louder 
or  more  feebly  in  the  affected  ear.  If,  as  in  the  case 
we  are  examining,  the  fork  is  heard  best  in  the  deaf 
ear,  this  tells  us  that  the  deafness  is  due  to  some  de- 
fect in  the  more  external  parts  of  the  organ,  and  it  can 
probably  be  corrected  by  appropriate  treatment.  But 
if  it  is  heard  best  in  the  good  ear,  it  goes  to  prove  that 
the  defect  in  the  other  ear  is  more  deeply  seated  and 
cannot  probably  be  greatly  benefited  by  treatment. 
This  effect  of  the  tuning-fork  is  contrary  to  what  would 
ordinarily  be  expected ;  and  it  is  often  a  matter  of 
surprise  to  a  deaf  person  to  find  that  he  hears  with 
his  teeth  apparently  better  on  the  deaf  side. 

We  may  now  add  to  our  record  in  this  case :  T.  F. 
best  E.E.  If  it  had  been  heard  equally  well  in  both 
ears,  we  would  record  :  T.F.  =  N.  (or  normal).  Where 
the  defect  in  hearing  is  at  all  marked,  a  specialist  in 
ear  diseases  should  be  consulted. 

Our  record  in  a  normal  case  might  be  thus :  H.D. 
E.E.  =  1,  H.D.L.E.  =  1,  T.F.  =  N.;  or  in  an  abnormal 
case  it  might  be  thus  :  H.D.E.E.  =  1,  H.D.L.E.  =  ^, 
T.F.  best  in  E.E.  This  would  imply  that  the  subject 
was  so  deaf  in  the  left  ear  as  not  to  be  able  to  hear 
the  watch  tick  at  all,  and  the  fork  held  between  the 
teeth  could  be  heard  best  in  the  good  ear ;  conse- 


216  A  Manned  of  Physical  Training. 

quently  his  trouble  is  probably  seated  in  the  deeper 
structures  of  the  ear,  or  in  the  nerve  itself,  and  treat- 
ment would  not  be  expected  to  help  him  greatly.  The 
tuning-fork  need  not  be  tried  unless  the  watch  tick 
shows  some  defect  in  hearing. 

TO  EXAMINE  THE  LUNGS  AND  HEART. 

Procure  a  Camman's  Binaural  Stethoscope,  Fig.  206. 
Before  the  subject  tries  any  of  the  strength-tests,  let 
him  be  seated,  and  while  the  breathing  and  circulation 
are  easy  apply  the  stethoscope  to  various  parts  of  the 
chest.  The  faint  respiratory  murmur  heard  every- 
where will  soon  become  familiar,  and  any  unusual 
sounds  should  be  noted  as  abnormalities.  These  may 
be  crackling,  bubbling  or  whistling  sounds  of  varying 
intensity.  Or  the  respiratory  murmur  may  be  abnor- 
mally loud  or  entirely  absent.  Note  whether  tliese 
sounds  change  or  disappear  with  deep  breathing  after 
violent  exercise. 

Next  listen  to  the  heart  sounds.  Place  the  stetho- 
scope over  the  apex  of  the  heart,  one  inch  below  and 
to  the  right  of  the  left  nipple.  Both  sounds  should 
be  heard  most  distinctly  here.  Then  place  the  in- 
strument two  inches  above  this  spot  and  listen.  Then 
place  it  two  inches  below  the  center  of  the  top  of  the 
sternum,  or  bn-ast-bone,  and  listen  in  this  vicinity. 
Any  abnormal  heart  sounds  are  apt  to  be  heard  most 
distinctly  at  one  of  these  points.  In  organic  heart 
diseases  rough  gra/ing  or  blowing  sounds  are  heard 
with  one  or  both  of  tlw  normal  heart  sounds.  Take 
no  notice  of  an  arterial  murmur  heard  loudest  under 


A  Manual  of  Physical  Training.  217 

the  outer  half  of  each  collar-bone,  which  often  closely 
resembles  an  abnormal  heart  murmur,  especially  after 
violent  exercise. 

If  all  the  heart  sounds  are  natural,  then  let  the  sub- 
ject take  the  arm-tests  of  pulling  up  or  dipping,  and 
immediately  after  let  him  be  seated  again,  and  then 
listen  to  see  if  the  heart  and  lung  sounds  are  still 
natural,  though  intensified  by  the  exertion  just  made. 
Also  note  any  irregularity  in  the  rhythm  of  the  heart 
sounds  or  any  intermission  in  the  beat  or  great  in- 
crease of  rapidity.  There  may  be  such,  as  functional 
disturbances,  without  any  organic  disease.  When  the 
breathing  and  heart  sounds  seem  abnormal  advise 
consulting  a  physician. 

The  foregoing  rules  for  examining  the  lungs  and 
heart  are  taken  from  the  Amherst  College  Authro- 
pometric  Manual,  prepared  by  Dr.  Edward  Hitchcock, 
Director  of  the  Pratt  Gymnasium  at  Amherst,  Mass. 

EXAMINATION   OF  THE  LUNGS   BY  PERCUSSION. 

By  this  method  of  examination  it  is  possible  to  de- 
tect certain  forms  of  disease. 

If  the  left  hand  is  placed  firmly  over  some  part  of 
the  thorax  and  is  then  struck  lightly  by  the  first  two 
fingers  of  the  right  hand  there  is  a  resonance  that 
shows  whether  the  lungs  are  in  a  normal  or  an  ab- 
normal condition.  It  requires  practice  to  detect  the 
various  degrees  of  resonance,  and  this  practice  the 
teacher  should  try  to  get. 

In  place  of  the  hands  we  should  recommend  the 


218 


A  Manual  of  Physical  Training. 


Percussor  (see  Fig.  197)  or  rubber-hammer,  and  the 
Pleximeter  (Fig.  198). 


FiO.  199. 
Spiroinrt.T. 


Fig.  200  represents  fin*  <  li«  st,  back,  and  leg  dyna- 
mometer. 

Fig.  201  represents  the  hand  dynamometer.     This 


A  Manual  of  Physical  Training. 


219 


FIG.  200. 
Dynamometer  for  testing  the  strength  of  chest,  back,  and  legs. 

can  also  be  used  as  a  test  for  back  and  legs  by  attach- 
ing handles. 

Fig.  202  represents  the  height-tester.     This  conies 


220  A  Manual  of  Physical  Training. 


FIG.  201. 
Hand  dynamometer. 


Fio.  S03.-Brcadth-moftsura 


Fio.  302.-HeighHester. 


A  Manual  of  Physical  Training. 


221 


in  sections,  and  is  therefore  easily  carried.     The  same 
can  be  purchased  in  one  piece. 


FIG.  204. 
Calipers. 


FIG.  206. 


Fig.  203  represents  the  breadth-measure. 
Fig.  199  shows  the  Hutchinson's  water-spirometer. 
This  is  more  accurate  than  the  dry  machine. 


222  A  Manual  of  Physical  Training. 

Fig.  204  represents  the  calipers  used  in  taking 
diameters  of  the  body. 

Fig.  205  represents  the  tape  used  in  taking  measure- 
ments. 

In  Fig.  206  is  shown  a  stethoscope,  for  examining 
the  lungs  and  heart. 

SPIROMETEB. 

The  spirometer  (Fig.  199),  which  is  made  upon  the 
same  principle  as  a  gasometer,  is  used  mainly  to  as- 
certain the  capacity  of  the  lungs.  It  is  not  possible 
to  tell  what  the  disease  of  the  lungs  is,  in  case  a  person 
does  not  come  up  to  their  capacity,  nor  is  the  failure 
on  a  pupil's  part  to  reach  the  cubic  inches  given  for  his 
height  a  sure  sign  that  he  has  lung  trouble.  The 
teacher  is  safe  in  saying  that  any  one  who  reaches  or 
goes  above  their  lung  capacity  has  good  lungs. 

The  use  of  this  instrument  requires  practice.  The 
greatest  respiratory  capacity  of  the  lungs  is  indicated 
by  the  amount  of  air  that  can  be  expelled  from  the 
lungs  at  one  expiration.  This  is  preceded  by  a  deep 
inspiration. 

It  is  well  to  give  the  pupils  several  trials  on  the 
spirometer  before  recording  their  highest  blow.  A 
good  showing  cannot  be  made  if  the  clothing  across  the 
chest  is  tight,  nor  can  a  person  make  a  good  record 
after  a  hearty  meal. 

The  teacher's  attention  is  called  to  this  fact :  that,  for 
every  inch  in  height  ,-ibovr  four  tWt,  tho  capacity  is 


A  Manual  of  Physical  Training.  223 

increased  by  eight  cubic  inches.  The  author  has 
found  that  the  lung  capacity  of  females  is  not  so  great 
as  that  of  males  for  the  same  height ;  and  while  the 
second  table  of  figures  given  is  not  authentic,  it  is 
nearer  what  females  should  blow.  It  may  be  interest- 
ing, in  using  the  spirometer,  to  note  the  number  of  res- 
pirations in  a  healthy  person,  and  their  relation  to  the 
pulse.  In  a  healthy  adult,  the  number  of  respirations 
ranges  from  14  to  18  a  minute.  The  relation  between 
the  pulse  and  respiration  is  in  the  proportion  of  about 
1  to  4  or  1  to  5.  This  rule,  of  course,  has  its  exceptions. 
According  to  Hutchinson,  the  principal  authority  on 
the  use  of  the  spirometer,  a  healthy  person 

48  inches  in  height  should  blow  72  cubic  inches. 

49  "  "  "  "  80  "  " 

50  "  "  "  "  88  "  " 

51  "  "  "  "  96  "  " 

52  "  "  "  "  104  "  .      " 

53  "  "  "  "  112  "  " 

54  «  «  «  "  120  " 

55  "  "  "  "  128  " 

56  "  "  "  "  136  "  " 

57          «  (l  ((  «     144         "  " 

58  "  "  "  "  152  " 

59  "  "  "  "  160  "  " 

60  "  "  "  "  168  "  " 
Q-^  «  t(  t(  «  176  "  " 

62  "  "  "          "    184     "         " 

63  "  "  "          "   192      "         " 

64  "  "  "          "   201      "         " 


224  A  Manual  of  Physical  Training. 


65  inches  in  height 

should  blow  209  cubic  inches. 

66      " 

M 

i« 

tt 

217       " 

tt 

67      " 

" 

it 

it 

225      " 

« 

68      " 

It 

« 

tt 

233      " 

tt 

69      " 

It 

« 

it 

241       " 

ti 

70      " 

tt 

tt 

« 

249       " 

it 

71      " 

If 

it 

M 

257      " 

n 

79.        « 

tt 

it 

M 

QA.^         « 

t( 

It  has  been  said,  although  the  author  does  not 
vouchsafe  for  che  authority,  that  Hutchinson  gives 
the  following  statistics  for  the  lung  capacity  of  fe- 
males : 

A  female  48  in.  in  height  should  blow  32  cubic  in. 

it  JQ      ti  (i  a  n          |||         n  u 

tl  fjQ     u  (i  tt  «          |^         «  « 

ft  ;~  ]       tt  t(  n  (i          Kf*         (t  u 

t(        fj2  "  "  "          "     64     *'      " 


«  ."  J  ((  «  ((  («  UA 

"  55  "  "  "  "  88 

"  56  "  "  "  "  96 

tt  ..  n  tt  n 


"       " 


tt  gg  ti  tt  ti  t 

it  59  it  u  it  it  120  tt 

it  |'|)  u  «  «  <t  1^8  ** 

"  61  "  "  "  "  136  " 

«  g2  u  **  "  **  144  " 

"  63  "  "  "  "  152  " 

ti  54.  u  u  u  u  ifiQ  ,. 

tt  (55  u  it  (t  11  i« 


A  Manual  of  Physical  Training.  225 

A  female  66  in.  in  height  should  blow  176  cubic  in. 

«  Qf     it  it  u  «        182         "  " 

ti  ^Q     tt  i(  it  ft         "192         "  " 

"        69   "  "    -        "          "     200     "       " 

«*       YQ  tt  K  ft          tt     208     "       " 


CHAPTER  XVII. 

A  FEW  SUGGESTIONS  TO  TEACHERS. 

To  be  a  successful  teacher  of  gymastics,  you  must 
believe  what  you  are  teaching. 

You  roust  know  the  "  hows  aiicl  whys"  of  the  subject. 

You  must  know  HOW  to  teach. 

You  should  be  well  read  on  your  subject. 

You  should  be  fitted  physically  for  this  work. 

A  good  voice,  with  a  knowledge  of  how  to  use  it,  is 
essential. 

You  should  have  an  idea  of  time. 

You  should  bo  a  good  disciplinarian. 

:   should  show  by  your  own   physitjne,  and  the 
\  on  handle  it,  that  gymnastics  will  do  what   \<>u 
say  they  will. 

V«.u  should  be  an  expert  in  one  or  more  branches 
of  this  profession. 

I{  you  do  not  possess  the  above  qualifications,  you 
can  work  for  them  ;  and  if  yon  work  hard,  yon  will  be, 
apt  to  succeed. 

K<  MM  mber   that  the  science  of  teaching  applies   to 
physical  as  well    as   mental  work  ;  therefore   read   the, 
vorks  on  pedagogy. 

AVlien  teaching,  much  of  your  success  is  due  to  dis- 
cipline. 

226 


A  Manual  of  Physical  Training.  227 

Remember  that  a  rule  is  good  for  nothing  unless  it 
is  enforced. 

You  must  be  determined  to  have  order  ;  but  there 
are  two  sides  to  a  question :  therefore  do  not  be  too 
hasty  in  your  decisions. 

If  you  say  you  will  do  a  thing,  do  it. 

Run  your  own  department.  You  are  worth  more  to 
your  principal  if  you  are  not  obliged  to  go  to  him  for 
aid  in  every  little  thing. 

It  is  "  devoutly  to  be  wished"  that  any  one  who 
claims  to  be  a  teacher  of  gymnastics  will  not  only 
present  the  subject  in  its  true  colors,  but  that  he  will 
also  teach  a  correct  system. 

Gymnastics  may  be  taught  in  two  ways  :  one  where 
the  work  is  for  recreation  and  fun  alone  ;  the  other 
where  the  exercises  are  given  to  produce  proper 
physcial  development ; — the  latter  being  the  way 
they  should  be  taught. 

As  it  would  be  impossible  for  a  doctor  to  prescribe 
with  safety  for  a  patient  without  understanding  the 
theory  and  practice  of  medicine,  so  it  is  just  as  impos- 
sible for  a  teacher  to  teach  gymnastics  as  they  should 
be  taught  if  she  does  not  understand  :  (1)  the  location 
of  the  various  sets  of  muscles  ;  the  names  given  to 
different  parts  of  the  physique,  such  as  front  upper 
arm,  upper  back,  and  waist ;  the  result  of  over-devel- 
opment of  particular  sets  of  muscles,  and  the  most 
common  physical  defects  caused  by  this  over-develop- 
ment ; — and  (2)  what  exercises  should  be  given  to 
remedy  these  defects. 

The  exercises  given  in  this  book,  with  the  method  of 


228  A  Manual  of  Physical  Training. 

teaching  them,  are  based  upon  this  knowledge.  All 
technical  terms  are  avoided.  The  body  is  so  divided 
(and  these  divisions  are  named)  that  children  will 
readily  understand  them. 

The  rules  for  developing  any  particular  portion  of 
the  muscular  system  can  be  easily  comprehended. 
They  are  described  so  that  a  teacher  can  easily  enforce 
them  by  appealing  to  the  simple  reasoning  power  of 
children.  The  few  common  defects  mentioned  will  be 
noticed  by  teachers  any  day  if  their  attention  is  called 
to  them. 

They  can  be  overcome  if  teachers  will  do  their  part, 
and  if  the  parents  will  assist ;  but  teachers  can  not  do 
the  work  alone. 

The  teacher's  opinion  influences  children  in  this  re- 
spect much  more  than  is  supposed  ;  so  that  "  Train  up 
a  child  as  it  should  go"  is  as  applicable  here  as  else- 
where. 

Moreover,  a  child  will  adhere  to  a  wrong  opinion 
if  it  thinks  it  is  right ;  thus,  it  is  necessary  that  the 
teacher  should  understand  this  work,  and  teach  it  cor- 
rectly. 

The  success  of  physical  training  depends,  not  so 
much  on  the  parents  of  to-day,  because  it  is  new  to 
flu -in,  but  on  the  coming  fathers  and  mothers,  because 
they  have  had  the  expeiienee  and  appreciate  its  value. 
Again,  if  this  subject  is  presented  as  it  should  be,  the. 
most  conservative  will  admit  that  "  There  is  something 
in  it." 

Teachers  are,  needed  who  can  do  this. 

AVI  ion  parents  come  to  consider  that  there  are  over 


A  Manual  of  Physical  Training. 


20,000  students  in  our  medical  colleges,  and  that  these 
embryo  doctors  are  to  treat  the  aches  and  pains  that 
in  many  cases  could  have  been  prevented  by  obeying 
the  laws  of  physical  education  ;  when  they  think  that 
a  fraction  of  the  large  sums  paid  to  physicians  to  cure 
disease  would  have  given  their  children  preventive 
gymnastic  training  ;  —  we  may  look  for  stronger  sup- 
port in  that  direction. 

On  the  other  hand,  there  must  be  a  decide*!  change 
in  our  methods  of  teaching  gymnastics  :  we  must  ap- 
peal to  the  sense,  and  not  to  the  vision.  The  teacher 
who  drills  a  class  entirely  for  show  will  not  long  be 
successful.  She  must  offer  something  that  is  thflis. 
oughly  pxactioal.  If  the  teacher  allows  her  pupils  to 
think  for  one  minute  that  they  are  drilled  in  these 
exercises  for  the  novelty,  her  work  must  sooner  or 
later  become  unpopular.  A  pupil  is  not  permitted  to 
think  that  arithmetic  is  taught  for  the  fun  of  the  thing  ; 
nor  should  he  be  allowed  to  think  that  gymnastics  are 
so  taught. 

One  of  the  strongest  arguments  that  we  can  presentX 
is  the  effect  that  exercise  has  upon  the  nervous  system/ 
and  brain.     There  is  an  intimate  relation  between  the 
mind  and  body.  _  ,       ,«•--- 

We  know  that  exercise  develops  the  muscles  ;  and 
through  the  muscular  system,  training  affects  the 
growth  of  nerves.  -^ 

We  have  grounds  for  believing  that  by  this  means 
we  can  develop  the  brain  substance  itself,  and  thus 
put  it  in  better  condition  for  its  mental  education. 

A  clumsy,  awkward  boy  who  is   mentally  sluggish 


230  A  Manned  of  Physical   Training. 

can  be  so  quickened  by  gymnastic  drill  that  lie  will 
eventually  succeed  in  intellectual  work  and  excel  in 
athletics  too. 

COSTUME. 

When  pupils  exercise  daily,  the  time  being  limited, 
and  pass  from  the  class-room  to  the  gymasium,  no 
time  can  be  spared  for  a  change  in  costume.  Nor,  in- 
deed, is  it  absolutely  necessary  that  a  change  be  made. 
The  exercises  given  in  this  book  can  be  taken  by  pupils 
in  their  street  dress.  The  author  drills  six  or  seven 
hundred  pupils  daily  in  light  gymnastics,  yet  wears  no 
special  suit. 

Up  to  a  certain  age,  girls  can  exercise  in  their  school 
dress  with  ease. 

It  is  not  until  the  corset  makes  its  appearance,  and 
the  waist  is  made  tighter,  that  there  is  restriction  of 
movement;  and  then  it  is  generally  noticed  when  an 
attempt  is  made  to  raise  the  arms  above  the  head. 
The  same  trouble  is  not  noticed  in  boys  when  exer- 
cising, as  they  fortunately  do  not  wear  the  yoke  of 
fa  si  lion. 

Teachers  can,  to  some  extent,  modify  the  dress 
worn  by  girls.  They  can  persuade  them  to  ha\e 
changes  made  that  will  permit  them  to  at  least  raise 
t  IK- arms  above  the  head.  Tin-yean  prove  that  cer- 
tain dress-waists  give,  form  and  figure,  as  well  as  cor- 
sets do.  The  corset  can  not  be  abolished — it  has  come 
lay  ;  but  it  can  be  modified. 

It  is  of  course  better  that  pupils  don  a  regular  cos- 
tume, if  the  opportunity  is  given. 

For  mixed  classes,  boys  can  wear  a  sailor  or  tennis 


A  Manual  of  Physical  Training.  281 

sliirt,  knickerbockers,  and  rubber-soled  shoes.  FLin- 
nel  pants  that  buckle  at  the  ankle  and  are  held  up  by 
a  belt  are  sometimes  preferred,  as  long  stockings  are 
not  then  required. 

Girls   should   wear   a   costume   of    three    pieces 
loose  waist,  skirt,  and  trousers  of  some  flannel.     The 
trimming  may  be  put  on  the   suit  as  desired.     It  is 
better  that  suits  be  alike,  .and  that  the  ends  of  the  skirts 
be  the  same  distance  from  the  floor. 

The  rubber-soled  shoe  has  been  condemned  on  the 
ground  that  it  heats  the  foot.  So  it  does,  but  it  does 
no  harm.  Exercise  heats  the  body,  too.  We  can  not 
draw  the  line  at  the  feet.  Rubber-soled  shoes  are 
safer. 

When  the  sexes  work  by  themselves,  boys  should 
wear  close-fitting  garments  of  some  pliable  material. 
Cotton  or  worsted  tights  answer  the  purpose.  Girls 
and  young  ladies  should  wear  the  divided  skirt,  espe- 
cially if  they  are  to  do  any  heavy  work  or  exercise  on 
the  bars,  rings,  etc. 

Several  styles  of  costumes  are  shown  in  the  Manual. 


•      CHAPTEE  XVIII. 

MUSIC. 

FROM  the  beginning  of  time,  people  have  loved 
music :  they  have  been  able  to  throw  more  life  into 
their  work  if  inspired  by  its  exhilarating  strains.  In 
dancing,  every  movement  is  animated  ;  in  marching, 
a  step  becomes  lighter  and  more  elastic  if  accom- 
panied by  music.  In  fact,  melody  kindles  the  enthu- 
siasm and  adds  new  energy  to  motion. 

Dancing  without  music  is  dead ;  yet  dancing  is  one 
form  of  gymnastic  exercise.  Much  of  its  popularity 
is  due  to  the  harmony  that  follows  it.  All  light  gym- 
nastic exercises  should  bo,  where  practicable,  executed 
to  music.  The  advantage  of  such  accompaniment  will 
be  apparent  after  its  successful  adoption. 

We  wish  to  say  but  a  few  words  to  the  teacher  re- 
garding this  part  of  the  work  : 

If  you  are  to  clmnso  between  poor  music  and  no 
music,  choose  the  latter. 

Engage  a  musician  who  is  not  entirely  confined  to 
notes. 

The  pianist  must  be  able  to  watch  the  instructor. 

Never  meet  a  class  for  exercise  until  your  accom- 
panist has  had  an  opportunity  to  practice  with  \<>u 
beforehand.  You  must  know  your  player ;  while  he, 

889 


A  Mamial  of  Physical  Training.  233 

in  turn,  must  clearly  understand  your  signals  and  com- 
mands. 

Remember  that  playing  for  gymnastics  is  a  profes- 
sion. It  must  be  well  learned.  Therefore,  use  pa- 
tience with  the  one  who  thus  assists  you  if  he  is  a 
beginner. 

Every  command  must  be  heard  by  the  accompanist 
as  well  as  by  the  class. 

To  the  Accompanist. — You  must  excel  in  TIME.  You 
must  watch  the  gymnasium  teacher,  and  not  your  notes. 

You  should  have  a  variety  of  pieces. 

Do  not  play  classical  music  for  gymnastics. 

You  should  understand  the  order  of  exercises. 

Use  a  little  care  in  the  selection  of  your  music. 
Choose  that  which  is  inspiring. 

Learn  to  accent  certain  notes. 

Be  able  to  change  easily,  and  without  effort,  from 
quick  to  slow  time.  You  can  easily  change  a  polka 
or  galop  to  march  time. 

You  fill  a  difficult  and  important  position  :  do  not 
think  otherwise.  You  need  a  powerful  touch. 

These  suggestions  may  sound  somewhat  arbitrary, 
but  they  are  based  on  unpleasant  experience ;  they 
are  not  ideal. 

Teachers  will  be  saved  much  embarrassment  if  they 
will  only  heed  them. 

Polkas,  galops,  and  waltzes  are  easier  to  get  than 
good  marches.  The  author  has  named  a  few  that  will 
be  found  to  contain  the  requisite  "  snap."  Nos.  3,  4, 
and  5  are  used  for  runs  : 

1.  Grand  Festal  March.     A.  J.  Powell. 


234  A  Manual  of  Physical  Train  hnj. 

2.  Boulanger  March.     A.  H.  Rosewig. 

3.  Patrol  Comique.     T.  Hendley. 

4.  Secret  Love. 

5.  Little  Pickaninny  or  Helloh  Babby. 

6.  Dancing  in  the  Barn. 

7.  Anvil  Chorus.     "  II  Trovatore." 

8.  Ivanhoe  Commandery  March.     C.  D.  Blake. 

9.  Adelphi  March.     A.  S.  Lewis. 

10.  Northern  Eoute  March.     C.  C.  Smith. 

11.  Marche  du  Nuit.     Gottschalk. 

12.  Spirit  of  the  Age.     A.  E.  Warren. 

13.  Travesty  March.     J.  C.  Minton. 

14.  Marche  des  Tambours.     S.  Smith/ 

15.  Criterion  March.     C.  H.  Marcy. 

16.  Aphrodite  Schottische.     A.  N.  La  Brie. 

17.  Mandolin  Polka. 

18.  Brooklyn  Bridge,  or  Nineteenth-century  Wonder. 

19.  Drum  Taps. 

20.  Evangeliue.     Geo.  Schleifforths. 


OP 

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